Index
Accountability movement, 2–3, 14, 17, 77
closing gaps, leadership commitment to, 55–56, 124
continuous improvement and, 4–5
excellence/equity in education and, 17–18
improved achievement, factors in, 22–23
research-informed strategies and, 11
See also Excellence/equity in education; Graduation rates; Student achievement
Alliances. See Community partnerships
Andrews, R., 10
Anneke Rummens, K., 27
Apprenticeship destinations, 95, 96, 97
See also Program pathways
Assessments:
achievement data, disaggregation of, 18, 69, 71, 124
annual standardized assessments, 2–3
assessments for/as learning and, 93–94, 100
brief quiz assessments, 93
international comparability standard and, 5, 22–23
K-12 Improvement Planning Assessment Tool, 39
large-scale standardized assessments, 93, 94
Leadership Self-Review Tool, 115–116
needs assessments, 31, 33, 57, 93
prior learning, assessment of, 94
professional accountability and, 77
progress indicators, monitoring process and, 43–45
School Effectiveness Framework tool and, 39–42, 45
school self-assessment, 39–42, 77, 91
Autocratic leadership, 110, 111 (table)
Balfanz, R., 3
Barber, M., 22, 30, 39, 52, 60
Beatty, B., 143
Benjamin, S., 43
Board Improvement Plan for Student Achievement template, 91
Boys Literacy Teacher Inquiry Project, 69
Canadian experience. See Ontario improvement strategy
Canadian Language and Literacy Network (CLLRNet), 11
Capacity building, xiii, 6, 7, 8, 9, 56, 57, 60–63, 64, 70, 73
The Capacity Building Series, 61
See also Community partnerships; Parental involvement
Character development, 142–144
character in the workplace and, 145–146, 147
citizenship development and, 143, 146–147
communities of character and, 145
democratic principles and, 147
international interest in, 143–144
modeling character and, 143
popular culture, confusing messages in, 147
school-based character education and, 144–145, 147
teachable moments and, 143
values, common ground on, 145, 147
way-of-life approach vs. character curriculum and, 142–143
whole-school effort for, 142
Character Education Partnership, 143–144
Charismatic leadership, 111 (table), 119
Citizenship development, 143, 146–147
Collaborative process, 29, 30–31, 33, 35–36, 38, 39, 41–42, 43, 47, 48, 56, 70
collaborative inquiry planning processes and, 91
Professional Learning Cycle and, 91, 92 (figure)
See also Community partnerships; Education leadership; Elementary school strategies; Ontario Focused Intervention Partnership (OFIP); Secondary school strategies
College Math Project, 88
College-to-work. See School College Work Initiative (SCWI); School-to-work partnerships
Community partnerships, xiv, 98–99
community/culture/caring, student success and, 13, 98–104
community service graduation requirement and, 104
effective improvement processes and, 36, 53
graduation rate improvement and, 134–139
Literacy and Numeracy Secretariat position and, 10, 11
nonacademic challenges, student engagement and, 98–104
personal preconditions for learning and, 98–99
research on student engagement and, 99
school-community-parent partnerships, development of, 135–139, 141–142
school districts, cooperation among, 10–11
school-to-work partnerships and, 95–97, 139
student choice in learning and, 104–105
Student Success teams, dropout prevention and, 100
student voice, encouragement of, 102–104
targeted students, refined instructional practice and, 99–100
transition points, student supports and, 99, 100–101
See also District/school improvement; Engagement; Ontario Focused Intervention Partnership (OFIP); Professional learning communities
Comprehension Attitude Strategies Interest assessment, 94
Credit recovery process, 101–102
Criminal behavior, 2
Cudney, D., 99
Culturally responsive pedagogy, 19–21
Curran, R., 3
Curriculum Intervention in Intermediate Mathematics, 88
Deep implementation, 29, 30, 31, 32 (figure), 53
Diagnostic Reading Assessment, 94
Differentiated improvement efforts, 31, 39, 46–47
Differentiated instruction, 20, 60, 61, 74, 91–92, 100
District/school improvement, xiii, 29–30
achievement targets, determination of, 34–35, 163–165
checkpoints/timelines, articulation of, 44
collaborative improvement process and, 29, 30–31, 33, 35–36, 38, 39, 41–42, 43, 47, 48
community partnerships and, 36
continuous improvement framework and, 31, 32, 32 (figure), 33, 36, 149–150
deep implementation of strategies and, 29, 30, 31, 32 (figure), 53
differentiated improvement efforts and, 31, 39, 46–47
district/school self-assessment process and, 38–42, 44, 45
effective improvement plans, components of, 37–38, 157–160
high profile priorities, focus on, 29, 30, 33
implementation process and, 42–43
improvement plan checklists, 38, 163–165
international comparability standard and, 5, 22–23
K-12 Improvement Planning Assessment Tool and, 39
leadership role/responsibilities and, 112–116, 112–113 (table)
monitoring progress and, 29, 31, 32 (figure), 35–36, 43–45, 46
needs assessments and, 31, 33, 157
planning process for, 29, 30–31, 32 (figure), 33, 36–37, 38
prescribed adequacy, consistent expectations and, 30, 39, 47
professional development and, 31, 33, 38
promising practices and, xiv, 29–30, 44, 61
quality education, economic prosperity and, 1–2, 3, 17, 21–22
reflective practice and, 29, 31, 32 (figure), 40, 148–149
research-informed strategies and, xiv, xvxv, 2, 5, 9, 11, 31, 33
School Effectiveness Framework tool and, 39–42, 45
SMART goals and, 31, 33, 34, 37, 38, 155–156, 158–160
staff meetings and, 44
third-party progress status review and, 45
whole-system approach and, 30
See also Education leadership; Elementary school strategies; Excellence/equity in education; Graduation rates; Improvement planning cycle; Ontario improvement strategy; Secondary school strategies; Student achievement; Whole-system approach
Drew, S., 51
Dropout rates, xii, 3, 11–12, 27
Drucker, P., 135
Dual Credit programs, 95, 96–97
DuFour, R. P., 46
Early childhood education, 2–3, 65
compulsory education and, 66
full-day kindergarten program and, 66–67
literacy/numeracy instruction and, 67
research-informed approach of, 66
supplemental education programming and, 67
See also Elementary school strategies
Early childhood educators (ECEs), 67
Edney, R., 99
Education leadership, xiv, xv, 109
autocratic leadership and, 110, 111 (table)
characteristics of exceptional leaders and, 111–112, 114, 119–120, 122
charismatic leadership and, 111 (table), 119
collaborative leadership and, 121
continuous improvement and, 110, 120
core leadership capacities and, 114
courageous leadership and, 123–124
district leadership strategies and, 124–125
early childhood education and, 2–3
graduation, pathways toward, 1, 2, 3
guiding coalitions and, 132
Institute for Education Leadership and, 114, 115–116
instructional leadership and, 123, 125
international comparability standard and, 22–23
leadership development strategy and, 116
leadership roles/responsibilities and, 112–116, 112–113 (table), 135–136
Leadership Self-Review Tool and, 115–116
leadership styles and, 110, 111 (table), 112, 119
Leading Student Achievement project and, 116–117
literacy skill development and, 10–11
loose-tight leadership and, 46–47
mentoring programs for, 115, 116
one-size-fits all approach, 11, 46, 56
Ontario Leadership Framework and, 113–114, 115
performance appraisal system and, 114–115
preferred future, vision of, 110, 119–120
principals/vice-principals and, 113 (table), 114–115, 125–126
professional learning opportunities and, 116–117
quality education, economic prosperity and, 1–2, 3, 17, 21–22
recruitment/retention issues and, 119, 120
reflective practice and, 148–149
reform/restructuring initiatives and, 3, 8–9, 10 (table), 73–74
relationship/partnership building and, 122, 135–139
school-based leadership and, 125, 126
shared leadership, engaged improvement efforts and, 121–122, 125, 127
strategic management skills and, 120–121, 138
Student Success leaders and, 12, 83–84, 105, 113
Student Success teachers and, 12, 84, 100, 101
succession planning, sustainable reform and, 117–119
systemic change, requirements for, 124–125
teacher leadership and, 126–127
top-down leadership, 11, 39, 53, 56, 78, 110
transformational leadership and, 110, 111 (table), 119
21st century leadership and, 110–112, 120, 123
See also Community partnerships; District/school improvement; Elementary school strategies; Excellence/equity in education; Ontario improvement strategy; Public policy; Secondary school strategies
Education Quality and Accountability Office (EQAO), 2, 4, 58, 63, 72, 75, 94
Elementary school strategies, 51
accountability movement and, 77
achievement gaps, closing of, 55–56, 57–58, 58 (figure, table)
collaborative approach and, 53–54, 56, 57, 62, 63, 64, 74–75
communication/feedback and, 74–75
continuous improvement and, 56–58, 63
culture of learning and, 62, 64
data-based improvement strategies and, 75–76
deep implementation of, 53, 63–64
differentiated instruction and, 60, 61
early childhood education and, 65–68
effective practices, key components of, 63–65
focus, sustained improvement and, 52–54
implementation process, actions in, 56–57
literacy/numeracy skill development and, 52–53, 59, 68–69
local solutions, development of, 53, 54, 59
multi-level strategic alignment and, 54, 56
needs assessment and, 56
nine-point strategic framework and, 54–55
Ontario Statistical Neighbors data-analysis tool and, 75–76
partnerships, formation of, 53
professional capacity building and, 56, 60–63, 64, 68
promising practices/lessons learned, sharing of, 61, 62, 63, 65, 75
research-informed practices and, 63–65, 69
school self-assessment and, 77
Schools on the Move initiative and, 62–63
Sites of Excellence project and, 64–65
student achievement officers and, 62, 68
supplemental education programming, 67, 69–70
supported professional practice and, 60–63, 64, 69–70
target setting, high expectations and, 58–60
technology, cross-curriculum integration of, 76–77
See also District/school improvement; Early childhood education; Ontario Focused Intervention Partnership (OFIP); Secondary school strategies
Employability Skills Profile, 139
Engagement, xiii, 3, 7, 8, 11, 13, 98–99
at-risk students, supports for, 100
community service graduation requirement and, 104
credit recovery process and, 101–102
dropout prevention and, 100
hierarchy of needs and, 99
measures of, 100
Minister’s Student Advisory Council and, 103–104
parental engagement in education, 134–137
precondition for success and, 99
research reports on, 99
shared leadership and, 121–122
SPEAK UP initiative and, 102–103, 104
student choice in learning and, 104–105
student culture, reflection of, 121
Student Success teams and, 105
student voice, encouragement of, 102–104
targeted students, refined instructional practice and, 99–100
transition points and, 99, 100–101
See also Community partnerships; Secondary school strategies
English-language learners (ELLs), 58, 72
Epstein, J. L., 136
Equity. See Excellence/equity in education
Ethics. See Character development
Evidence-based strategies. See Research-informed strategies
Excellence/equity in education, 1, 17, 149–150
accountability movement and, 17
achievement data, disaggregation of, 18
achievement gaps, closing of, 17
consensus building and, 52
culturally responsive pedagogy and, 19–21
differentiated instruction and, 20
dropout rates, risk factors and, 27
effective teachers, characteristics of, 21
equitable/inclusive education, principles for, 25
equitable practices and, 19–21, 23
equitable systems, indicators of, 18, 25–26
equity agenda, multiculturalism/ inclusion and, 24–27
excellence, models of, 18–19, 22–23
graduation rates, international interest in, 21–22
improved achievement, factors in, 22–23
international comparability standard and, 22–23
minoritized groups and, 18, 23, 24, 25, 27
student life experience, inclusion of, 20–21
truth, focus on, 20
21st century skills and, 18
See also District/school improvement; Elementary school strategies; Graduation rates; Ontario improvement strategy; Secondary school strategies
Exceptionalities. See Special Education programs
Filed, S., 68
Fink, D., 119
Full-Day Early Learning-Kindergarten Program, 66–67
Gardner, H., 91
Gardner, J., 19
Girard, M., 99
Global competitiveness, xii, xiii, xv
education leadership and, 110–112
education reform/system improvement and, 3, 7
graduation rates, increase in, 21–22
knowledge-based economy and, 1, 2, 149–150
quality education, economic prosperity and, 1–2, 3, 17
21st century learning movement and, 18
See also Excellence/equity in education
Goldberg, M., 111
Graduation rates, xii, xiii, 1, 131, 150
character development, implementation of, 142–146
community-parent-school partnerships, development of, 134–139, 141–142
community service graduation requirement and, 104
continuous improvement, future directions in, 149–150
credit recovery process and, 101–102
effective improvement strategy, stakeholder buy-in and, 134
high-performing systems, lasting improvement and, 133–134
improvement strategy, essential processes of, 132–133
moral perspective on, 2, 3, 6–7, 13–14, 27
quality education, economic prosperity and, 1–2, 3, 17, 21–22
reflective practice and, 148–149
school-to-work partnerships and, 139
student choice in learning and, 104–105
student success, pillars of, 12–13
Supervised Alternative Learning program and, 140–142
supplemental education programs and, 139
transitions, facilitation of, 139–140
whole-system approach and, xiii-xiv, 131, 132
See also District/school improvement; Education leadership; Elementary school strategies; Engagement; Excellence/equity in education; Ontario improvement strategy; Secondary school strategies; Student achievement
Gross, M. U. M., 19
Growing Accessible Interactive Networked Supports, 88
Habits of mind, 19
Hammond, C., 51
Hargreaves, A., 119
Herzog, L., 3
Hierarchy of needs, 99
High expectations, xiii, 3, 6–7, 17, 19, 58–60, 73
High-impact strategies, 3, 14, 69, 72
See also Elementary school strategies; Secondary school strategies
Hopkins, D., 71
Horng, E., 121
Improvement planning cycle, 32, 32 (figure), 48–49
achievement targets, determination of, 34–35
collaborative improvement process and, 35–36, 38, 43
community partnerships and, 36
continuous improvement, staff commitment to, 36, 48
effective improvement plans, components of, 37–38, 157–160
implementation process and, 42–43
improvement plan checklists, 38, 163–165
improvement planning process and, 36–37
key processes in, 38
key questions for improvement planning and, 38, 148–149, 161–162
monitoring progress and, 35–36, 43–45, 46
planning for continuous improvement and, 33, 39–42
school self-assessment process and, 38–42, 44
SMART goals, development of, 34, 37, 38, 155–156, 158–160
See also District/school improvement; Excellence/equity in education; Global competitiveness; Graduation rates; Ontario improvement strategy; Public policy
Indian Act (1951), 4
Institute for Education Leadership, 114, 115–116, 118
Instructional leadership, 123, 125
Instructional strategies, xiii, 90
assessment/evaluation, teaching practice and, 93–94
Board Improvement Plan for Student Achievement template and, 91
class size reduction and, 7, 60
collaborative inquiry planning processes and, 91
contextualized learning activities and, 96
cross-grade continuum of learning and, 3, 86
culturally responsive pedagogy and, 19–21
differentiated instruction and, 20, 60, 61, 74, 91–92, 100
effective teachers, characteristics of, 21
equitable practices and, 19–21
high-impact strategies and, 3, 14, 69, 72
professional capacity building and, 60–63
Professional Learning Cycle and, 91, 92 (figure)
promising practices and, xiv, 29–30, 44
special needs students, connections with, 92–93
technology, cross-curriculum integration of, 76–77
See also Elementary school strategies; Engagement; Excellence/equity in education; Graduation rates; Ontario improvement strategy; Secondary school strategies; Student achievement
International comparability standard, 5, 22–23
See also Global competitiveness
Jantzi, D., 143
K-12 Improvement Planning Assessment Tool, 39
King, A. J. C., 105
Knowledge-based economy, 1, 2, 149–150
Kuczera, M., 68
Laflamme, S., 99
Leadership. See Education leadership; Ontario improvement strategy; Public policy
Leadership Alliance Network for Student Achievement, 116
Leadership Self-Review Tool, 115–116
Leading Student Achievement project, 116–117
Learning Opportunity Grant money, 88
Leithwood, K., 73, 122, 125, 143
Levin, B., 30
Levin, H. M., 2
Linsky, M., 122
Linton, D., 51
Literacy and Numeracy Secretariat, 10–11, 15, 40, 52–54, 61, 62, 91, 116
Literacy skill development, 2, 10–11, 12, 56, 67, 73
collaborative approach and, 86
cross-curricular literacy and, 86
elementary school literacy strategy and, 52–53, 59, 68–69
instructional practice and, 90
Learning Opportunity Grant money and, 88
moderated marking and, 86
Ontario Secondary School Literacy Course and, 85, 86
Ontario Secondary School Literacy Test and, 85
secondary school literacy strategy and, 85–87
targeted resources and, 85
teacher professional learning and, 85, 86
See also Numeracy skill development
Loeb, S., 121
Maslow, A., 99
Math Critical Learning Instructional Paths Supports, 88
Mattingley, R., 10
McCain, M., 66
Minister’s Student Advisory Council (MSAC), 103–104
Minoritized groups, 4, 5, 14, 18, 23, 24, 25, 27
Monitoring process, 29, 31, 32 (figure), 35–36, 43–45, 46
Mourshed, M., 22, 30, 39, 52, 60
Multiple intelligences theory, 91
Mustard, F., 66
Nonfiction writing, 69
Numeracy skill development, 13, 67
collaborative approach and, 88–89
differentiated instruction for mathematics and, 88
elementary school strategy and, 52–53, 59, 68–69
instructional practice and, 90
Learning Opportunity Grant money and, 88
projects/supports for, 88
research on, 88
Secondary school strategy and, 88–90
Targeted Implementation and Planning Supports and, 88
teacher professional learning and, 88
TIPS for Revised Mathematics and, 88
See also Literacy skill development
Ofsted (Office for Standards in Education), 40
One-size-fits-all approach, 11, 46, 56, 134
Ontario Education Research Symposium, 65
Ontario Focused Intervention Partnership (OFIP), 57, 70
capacity building efforts and, 73
collaborative process and, 71, 73
culture of change and, 74
effective strategies, positive
outcomes and, 74
equity of outcomes and, 73
goals of, 70
high expectations, establishment of, 73
high-impact strategies, consistent application of, 72–73
improvement plan, development of, 71
improvement results and, 72
literacy skill development and, 73, 74
nonnegotiable strategies and, 72
Ontario Statistical Neighbors data-analysis tool and, 76
participating schools, supports for, 70–71, 72
school leadership, guidance from, 73–74
student achievement officers, role of, 70–71
whole-school approach and, 71
See also District/school improvement; Elementary school strategies
Ontario improvement strategy, xv, 1, 14
accountability movement and, 2–3, 14
assessment of progress and, 2–3, 8
Canadian education context and, 4–5
capacity building and, 6, 7, 8, 9
diverse geographic areas and, 5
diverse student body and, 4–5, 14
early childhood education, impact of, 2–3
equitable education system, indicators of, 25–26
equitable/inclusive education, principles for, 25
equity/excellence in education and, 4–5, 6, 7, 15, 22–26
graduation rates, improvement in, 6, 8, 9, 11–13
high-impact strategies and, 3, 14
international comparability standard and, 5, 22–23
key foundational principles in, 5
literacy skill development and, 10–11, 12
low-performing/static schools and, 4, 7
minoritized groups and, 4, 5, 14, 24, 25
numeracy skill development and, 13
professional learning communities and, 9
program pathways, creation of, 13
progress, signs of, 9
provincial climate, changes in, 9, 10 (table)
quality education, economic prosperity and, 1–2, 3
research-informed strategies and, 2, 5, 9, 11
resolve for reform, positive pressure/support and, 6–7, 13–14
secondary school reform, themes in, 12
skill development, future success and, 2, 3, 12–13
student graduation, moral imperative for, 2, 3, 6–7, 13–14
student success, pillars of, 12–13
system reform, components of, 8, 9, 12–13, 14
transition points and, 13
vision, clarity of, 6
See also District/school improvement; Education leadership; Elementary school strategies; Excellence/equity in education; Graduation rates; Ontario Focused Intervention Partnership (OFIP); Secondary school strategies; Student achievement
Ontario Leadership Framework, 113–114, 115
Ontario Literacy Course, 12
Ontario Ministry of Education, 59, 62, 65, 66, 84, 85, 88, 95, 112, 113, 114, 117, 137, 141
Ontario Principal’s Council, 117
Ontario Regulation 612/00, 138
Ontario Regulation 374/10, 140, 141
Ontario Secondary School Literacy Course (OSSLC), 85, 86
Ontario Secondary School Literacy Test (OSSLT), 85
Ontario Skills Passport, 96
Ontario Statistical Neighbours data-analysis tool, 57, 75
Organisation for Economic co-operation and Development (OECD), xv, 4, 14, 23, 68
Pan-Canadian Assessment Program, 77
Parental involvement, 36, 53, 54,134–137, 141–142
Parent Involvement Committees (PICs), 138
Partnerships. See Community partnerships; Education leadership; Ontario Focused Intervention Partnership (OFIP)
Pathways. See Program pathways
Policy. See Public policy
Pont, B., 68
Prescribed adequacy, 30, 39, 47
Principals. See District/school improvement; Education leadership
Professional development, 31, 33, 38, 53, 56, 59, 60–63, 68, 73, 85, 86
See also Education leadership
Professional learning communities, 9, 41–42, 53, 57, 59, 61–63
Professional Learning Cycle, 91, 92 (figure)
Professional Resources and Instruction for Mathematics Educators and Programming Remediation and Intervention for Students in Mathematics, 88
Programme for International Student Assessment (PISA), xv, 77
Program pathways, 1, 2, 3, 13, 95
college partnerships and, 97
co-op credits, expansion of, 95–96
dual credit programs and, 96–97
Lighthouse projects and, 97
Ontario Skills Passport and, 96
School College Work Initiative and, 96–97
Specialist High Skills Major program, 96, 105
See also Engagement; Secondary school strategies
Progress in International Reading Literacy Study, 77
Promising practices, xiv, 29–30, 44, 61, 62, 65
See also District/school improvement; Excellence/equity in education; Ontario improvement strategy
accountability movement and, 17
education system reform, key components in, 8–9
provincial climate, changes in, 9, 10 (table)
public education system and, 1
quality education, economic prosperity and, 1–2, 3, 17, 21–22
See also Community partnerships; Education leadership; Ontario improvement strategy
Reeves, D., 69
Reflective practice, 29, 31, 32 (figure), 40, 48–149
Reform. See District/school improvement; Ontario improvement strategy
Research-informed strategies, xiv, xv, 2, 5, 9, 11, 31, 57, 63–65, 93, 123
Roeper, A., 19
Ross, P., 136
Rummens, J. A., 99
Schleicher, A., xv
School College Work Initiative (SCWI), 95, 96–97
School Effectiveness Framework (SEF) tool, 39–42, 45, 57, 91
School improvement. See District/school improvement; Elementary school strategies; Improvement planning cycle; Secondary school strategies
Schools on the Move initiative, 57, 62–63
School-to-work partnerships, 95–97, 139
Seashore Louis, K., 73
Secondary school strategies, 83
assessment/evaluation, teaching practice and, 93–94
Board Improvement Plan for Student Achievement template and, 91
collaborative approach and, 86, 88–89
college partnerships and, 97
community/culture/caring, nonacademic challenges and, 98–104
community involvement graduation requirement and, 104
co-op credits, expansion of, 95–96
credit recovery process and, 101–102
cross-curricular literacy and, 86
differentiated instruction/supporting resources and, 91–92
dropout prevention and, 100
dual credit programs and, 96–97
instructional practice, teacher-learner relationship and, 90–95
Lighthouse projects and, 97
moderated marking process and, 86
Ontario Secondary School Literacy Course and, 85, 86
Ontario Secondary School Literacy Test and, 85
pillars of student success and, 84
Professional Learning Cycle and, 91, 92 (figure)
School College Work Initiative and, 96–97
Specialist High Skills Major and, 96, 105
special needs students, connections with, 92–93
student choice in learning and, 104–105
Student Success leaders and, 83–84, 105
Student Success/Learning to 18 Strategy and, 84
Student Success teachers and, 84
Student Success teams and, 105
student voice, encouragement of, 102–104
Targeted Implementation and Planning Supports and, 88
targeted resources and, 85, 88
targeted students, refined instructional practice and, 99–100
teacher professional learning and, 86, 88
TIPS for Revised Mathematics and, 88
transition points and, 99, 100–101
See also District/school improvement; Elementary school strategies; Engagement
Secretariat. See Literacy and Numeracy Secretariat
Self-assessment process, 39–42, 44, 77, 91
Shame-and-blame approach, 134
Shanker, S., 66
Silverman, L., 19
Sites of Excellence project, 64–65
SMART (specific/measurable/attainable/results-based/time-bound) goals, 31, 33, 34, 37, 38, 155–156, 158–160
Smink, J., 51
Social justice. See Excellence/equity in education
SPEAK UP initiative, 102–103, 104
Special Education programs, 4, 17, 58, 72, 92–93
Specialist High Skills Major (SHSM) programs, 95, 96, 105, 139
Sternberg, R., 18
community culture/caring and, 13
culturally responsive pedagogy and, 19–21
disaggregated data on, 18
early childhood education and, 2–3
effective learning environments and, xiii, xiv, 3
high expectations for, xiii, 3, 6–7, 17, 19
improved achievement, factors in, 22–23
literacy skill development and, 2, 10–11, 12
numeracy skill development and, 13
program pathways, creation of, 13
research-informed strategies and, xiv, xv, 2
sustained improvement in, xiii-xiv, 2
whole-system approach and, xiii, xiv, 30, 71, 142
See also District/school improvement; Education leadership; Elementary school strategies; Engagement; Excellence/equity in education; Global competitiveness; Graduation rates; Ontario improvement strategy; Secondary school strategies
Student achievement officers (SAOs), 62, 68, 70–71, 75
Student Advisory Council, 103–104
Student Success leader (SSL), 12, 83–84, 105, 113
Student Success/Learning to 18 Strategy, 84
Student Success teacher (SST), 12, 84, 100, 101
Success. See District/school improvement; Elementary school strategies; Excellence/equity in education; Secondary school strategies; Student achievement
Supervised Alternative Learning (SAL) program, 140–142
Supervised Alternative Learning for Excused Pupils (SALEP), 140
Supplemental education programs, 67, 88, 139
Support systems. See Community partnerships; Education leadership; Engagement; Excellence/equity in education
Survival skills, 18
Targeted Implementation and Planning Supports (TIPS), 88
Teacher leader characteristics, 21, 126–127
Technology in classrooms, 76–77
TIPS for Revised Mathematics (TIPS4RM), 88
Top-down leadership, 11, 39, 53, 56, 78, 110
Transformational leadership, 110, 111 (table)
Transition points, xiii, 13, 99, 100–101, 139–140
Trends in International Mathematics and Science Study, 77
21st century learning movement, 18, 110–112
Unleashed greatness, 30, 39, 47
Valiga, T. M., 18
VanTassel-Baska, J., 19
Voice initiatives. See Minister’s Student Advisory Council (MSAC); SPEAK UP initiative
Wagner, T., 18
Whole-system approach, xiii-xiv, 30, 71
character development and, 142
See also District/school improvement
Workplace destinations. See Program pathways; School-to-work partnerships
York Region’s Character Community Foundation, 145