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PROGRAM AND GUIDE Join in the dialogue #LeadON20 ersation LeadON20 Looking Back, Leading Forward April 18-19, 2018 Hilton Toronto Airport Hotel - Toronto, Canada # 20 th Anniversary Celebration www.principals.ca

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PROGRAM AND GUIDE

Join in the dialogue #LeadON20

Joignez-vous à la conversation

LeadON20Looking Back, Leading Forward

April 18-19, 2018

Hilton Toronto Airport Hotel - Toronto, Canada

#

20th Anniversary Celebration

w w w . p r i n c i p a l s . c a

LeadON20: Looking Back, Leading Forward - 20th Anniversary Celebration2

Greetings!

Welcome to LeadON20: Looking Back, Leading Forward, a professional learning Forum in celebration of the Ontario Principals’ Council’s 20th anniversary. There are practising administrators, school and system leaders from all across the province and as far afield as Nigeria, China and the UK at this event, and we are excited to meet each one of you.

Building on the OPC’s 20 years of experience fostering cultures of professional engagement, collaboration and pedagogical innovation in public education, the Forum will explore the themes of equity, pedagogical leadership, mental well-being and technology-enabled learning through 31 workshop sessions.

We are delighted to present five keynote presentations over the next two days• Dr. Niigaan Sinclair, Graduate Program Chair for the Department of Native Studies,

University of Manitoba• Dr. Carol Campbell, Associate Professor of Leadership and Educational Change at OISE• Dr. Greg Wells, Assistant Professor in the Faculty of Medicine, University of Toronto• Dr. Simon Breakspear, Executive Director of Learn Labs• Candy Palmater, the creator, writer and star of the award-winning national TV series

The Candy Show.

In addition to these exciting keynote presentations, the organizing committee has worked hard to bring together a comprehensive selection of learning sessions led by practising principals and other experts in the field of education leadership, including some international presenters.

We have also invited three education gurus to reflect on 20 years in education. Dr. Joanne Robinson will moderate a panel with Dr. Avis Glaze, Dr. Michael Fullan and Dr. Ken Leithwood.Thank you for joining us to celebrate this important milestone. We look forward to many more years of innovative professional learning grounded in the experience and wisdom of our Members – past, present and future.

Sincerely,

Allyson OttenExecutive Director, OPC

Mary LintonPresident, OPC

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Thanks to all our partners!

The LeadON20 logo was proudly designed by Sofi a, a grade 11 student from John Fraser Secondary School in the Peel DSB.

This logo represents our theme of Looking Back, Leading Forward.

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THURSDAY, APRIL 19 7:30 a.m. Mindful Morning Movement Vista AB

8:00 a.m. Registration and Breakfast Mississauga Foyer

9:00 a.m. Welcoming Remarks

Mississauga Ballroom 9:30 a.m. Keynote - Dr. Greg Wells*

10:30 a.m. Break**

10:45 a.m. Learning Sessions Meeting Rooms

12:00 p.m. Networks for Shared Learning - Best Practices on Wellness, Equity and Technology Mississauga Ballroom

12:45 p.m. Lunch and Networking

1:45 p.m. Learning Sessions Meeting Rooms

3:00 p.m. Keynote - Dr. Simon Breakspear* Mississauga Ballroom

4:00 p.m. Closing Remarks

AGENDA

TUESDAY, APRIL 17

6:30 p.m. - 8:30 p.m.

President’s Reception - Wine and Cheese Meet and mingle with OPC’s President, Executive and conference attendees while enjoying complimentary light refreshments and hor d’oeuvres.

York Ballroom

WEDNESDAY, APRIL 18

8:00 a.m. Registration and Breakfast Mississauga Foyer

9:00 a.m. Welcoming RemarksMississauga Ballroom

9:30 a.m. Keynote - Dr. Niigaan Sinclair*

10:30 a.m. Break**

10:45 a.m. Learning Sessions Meeting Rooms

12:00 p.m. Panel - Michael Fullan, Avis Glaze and Ken Leithwood

Mississauga Ballroom12:45 p.m. Lunch and Networking

1:45 p.m. Keynote - Dr. Carol Campbell*

2:45 p.m. Networking Break

3:00 p.m Learning Sessions Meeting Rooms

6:00 p.m. Dinner and Keynote - Candy Palmater Mississauga Ballroom

*Speaker Hangout Space - After this session speakers will be available in this space to discuss what’s on your mind!**Movement Break - Includes five minute movement break led by Amy Tepperman - Founder & Creative Director, Moving EDGEucation

LeadON20Looking Back, Leading Forward

Livestream

Livestream

Livestream

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Dr. Niigaan Sinclair is Anishinaabe (St. Peter’s/Little Peguis) and an Assistant Professor and Graduate Program Chair at the University of Manitoba in the Native Studies department. He is a regular commentator on Indigenous issues on CTV, CBC and APTN, and his written work can be found in the pages of The Exile Edition of Native Canadian Fiction and Drama, newspapers like The Guardian, and online with CBC Books: Canada Writes. Dr. Sinclair is the co-editor of the award-winning Manitowapow: Aboriginal Writings from the Land of Water (Highwater Press, 2011) and Centering Anishinaabeg Studies: Understanding the World Through Stories (Michigan State University Press, 2013), and is the Editorial Director of The Debwe Series with Portage and Main Press. An activist as well as a writer, he has helped organize Idle No More Winnipeg events and has recently testified at the Clean Environment Commission of Manitoba hearings on the Keeyask Generating Station and Bipole III transmission line. Dr. Sinclair obtained his BA in Education at the University of Winnipeg, before completing an MA in Native- and African-American literatures at the University of Oklahoma, and a PhD in First Nations and American Literatures from the University of British Columbia. Oshki Gikinaamagegamik: Indigenous and Canadian Futures in Education Every single issue in Canada’s future involves Indigenous peoples - from land to economy to culture to global affairs. Yet, Canadians are consistently unprepared to engage relationships with Indigenous peoples in meaningful ways, whether it be in boardrooms, courtrooms or living rooms. So, how can we make one of the most important rooms for Canadians - classrooms - places where they can become competent in Indigenous education? How do we educate students on the most important and crucial issue in Canada’s future?

WEDNESDAY MORNING KEYNOTE

Dr. Niigaan SinclairGraduate Program Chair, Dept. of Native StudiesUniversity of Manitoba

Livestream Presentation Mississauga Ballroom

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WEDNESDAY MORNING LEARNING SESSIONS Equity and Inclusive Education

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Leading School Renewal: From two schools to one vision In this session, a school administrative team will share their experience of amalgamating two high schools into a single, new school identity. Dundas Valley Secondary School (DVSS) was recognized in 2016-2017 with a Premier’s Award for Accepting Schools for creating a school vision that centered on human rights and social justice. DVSS is focused on an empathetic culture of respect and learning through the lens of human rights. The session will cover the processes and frameworks used in closing, renovating and opening a new school. The focus will be on how student voice was harnessed to bring the school community together to create a new school vision. The session will highlight how important it is to focus on principles of equity, inclusion and well-being when confronted with a task that appears primarily operational.Em Del Sordo Principal, Hamilton-Wentworth DSB Simon Goodacre Principal, Hamilton-Wentworth DSB

The Listening Stone: Sharing our learning from the Indigenous education focused collaborative inquiry This session is based on the findings of The Listening Stone Year-Three Project, a research and evaluation project requested by the Council of Ontario Directors of Education (CODE). It documents what was accomplished, examines strategies to support Indigenous Student Well-being and Achievement and identifies challenges educators and community members continue to work through in accomplishing change. This collaborative inquiry seeks to improve student well-being and achievement by increasing awareness and understanding of Indigenous histories, cultures and perspectives for all students; and increasing engagement with First Nation, Métis and Inuit community partners. Participants will leave with a greater understanding of the impacts of colonialism, the significance of Residential Schools and knowledge and appreciation of Indigenous culture and worldviews. Dr. Susan Dion Associate Professor, York University

Libby Stephenson Student Achievement Officer, Student Support Branch, Ontario Ministry of Education

Indigenous Learning at Kirkland Lake District Composite SchoolKirkland Lake District Composite School (KLDCS) is a proud winner of the Premier’s Award for Safe and Accepting Schools (2017) for its work around Indigenous education and culture. This session will detail the steps taken to recognize the school’s needs, how these were addressed and next steps moving forward. The school has worked tirelessly over the last few years to change its school culture so that Indigenous students, parents and community members feel welcome. The visibility of Indigenous peoples and issues with all members of the school’s community has been improved. The presenter will focus on the role of the principal in facilitating this process, with a special emphasis on student-led learning. Alison Fantin Principal, Ontario North East DSB

Culturally Responsive Leadership: Supporting diversity, equity and instruction As schools become more diverse spaces and the social, political and cultural climate within our society changes, the importance of meeting the diverse needs of students is stronger than ever. There are times when principals and vice-principals are challenged to meet these diverse needs and may feel ill-equipped to do so. Culturally responsive leadership offers a way forward. It opens the door towards challenging current structures, biases and privilege, while making way for greater inclusion in our schools. In this session, you will learn how to engage with culturally responsive leadership through case studies and group discussion. Participants will have the opportunity to share personal experiences and reflect upon bias and privilege, and how these factors impact student learning. Participants will learn how to engage others in courageous conversations with an anti-oppressive lens. Ken MacKinnon Principal, Toronto DSB

Dundas

Erin Mills

Ontario

Mavis

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Engaging a First Nations Community in Improving Learner Achievement Outcomes: Focusing in Indigenous knowing & learning Statistics Canada (2015) estimates that by 2026, 4.6 per cent of Canada’s population and 12 per cent of its labour force will be First Nations Métis Inuit (FNMI). Education attainment for FNMI students remains inequitable. This interactive session will share how Garden River FN (GRFN) developed a strategy to engage the community in improvement planning to increase student achievement outcomes. The presenters will explore how education leaders accessed/used the wisdom and expertise within the community alongside evidence-based practices to move the learning agenda forward. The process was designed to give Elders a pivotal role, infused with Anishinaabe culture and Anishnaabemowin Language for a unique approach. It integrated traditional culture and beliefs and current educational practices including Niishwaaswi Kinomaadwinan, the Seven Grandfather Teachings. The presenters of this interactive session will also share templates, processes and resources.Sherri Kitts Education Support Services Coordinator, Garden River First Nation Education Unit

Beverley Freedman Education Consultant

This is Us: A dialogue on systemic oppressions, resistance and allyship Nada and Debbie began a conversation 8 years ago on race, power and oppression. They have planned and facilitated equity and inclusive education focused professional learning separately and together. They have been each others’ critical friend, sounding board and refuge. Through this conversation they have had to nudge each other into the sometimes uncomfortable waters of privilege and positional power, and their impact on professional and personal relationships--even when it was hard to do so. They will be sharing highlights of their ongoing dialogue to showcase some of the interpersonal and reflective aspects of leading through equity with the goal to model the need for deep reflection, critical friends and a commitment to grow when truly engaging the work of the equitable and inclusive leader.Debbie Donsky Student Achievement Officer, Ontario Ministry of Education

Nada Aoudeh Curriuculum Coordinator for Equity and ESL, York Region DSB

Being Proactive, Not Reactive: Exploring innovative leadership practices to support marginalized learnersThis interactive workshop is designed to support school leaders in the development and implementation of equitable, innovative practices to meet the needs of marginalized learners. The content for this workshop comes from recent Canadian research on the schooling and learning experiences of minoritized students, as well as from successful racialized leaders who have met the learning needs of these students. This workshop culminates with the sharing of strategies and processes, demonstrated to improve student outcomes. Kimberley Tavares Education Officer, Ontario Ministry of Education’s Innovation, Design & Implementation Branch

Patrick Miller Education Officer, Ontario Ministry of Education’s Innovation, Design & Implementation Branch

Building Capacity for Intercultural Understanding, Empathy & Respect School leaders need to understand their responsibilities under the First Nation, Métis and Inuit Framework and how this policy fits within the Ontario Leadership Framework. In this session, administrators will have the opportunity to better understand their role in connecting Indigenous wellness models into their practice, through engagement of student voice and community partners, to support the idea of schools as a space of healing. Participants will be engaged in an interactive session that will support creating actionable goals – personal and professional – to embed in their BIPSA/SIPSA. Colinda Clyne Curriculum Lead for First Nations, Métis & Inuit Education Upper Grand DSB

Pamala Agawa Curriculum Coordinator for First Nations, Métis & Inuit Education, York Region DSB

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WEDNESDAY MORNING LEARNING SESSIONS Equity and Inclusive Education

Vista A MississaugaBallroom

Arista Vista B

Livestream

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Dr. Carol Campbell is Associate Professor of Leadership and Educational Change at OISE, University of Toronto. She is also Director of the Knowledge Network for Applied Education Research-Réseau d’échange des connaissances pour la recherche appliquée en education (KNAER-RECRAE), a tripartite partnership between the Ontario Ministry of Education, University of Toronto and Western University to advance the mobilization and application of research for educational practice in Ontario. Carol is well-known for her commitment to connecting research to policy and practice for educational improvement. From 2005 – 2010, Carol worked for the Ontario Ministry of Education where she was Senior Executive Officer for The Literacy and Numeracy Secretariat, was appointed Ontario’s first Chief Research Officer for Education and became the founding Director of the Education Research & Evaluation Strategy Branch. Carol has international experience also. In the United States, she was Executive Director of the Stanford Center for Opportunity Policy in Education, Stanford University. In the United Kingdom, she worked as an advisor at school district and government levels and was an academic at the Institute of Education, University of London. Originally from Scotland, Carol completed her Ph.D. at the University of Strathclyde. Being Influential Educators: Collaborative professionalism, leadership and learning This keynote explores how school leaders can develop and use their influence to foster and support collaborative professionalism and professional learning for themselves, their school teams and professional networks across schools, boards and the province. Drawing on the vision and practices of Collaborative Professionalism in Ontario’s PPM 159 and findings from a range of recent research concerning school leadership, teacher leadership and professional learning in Ontario and across Canada, the keynote will identify key considerations, examples of promising practices and research evidence to inform the development of your priorities, plans and actions to be influential educators who lead the learning of the professionals who work in your school in order to support the learning, equity and well-being of the students you serve.

WEDNESDAY AFTERNOON KEYNOTE

Dr. Carol CampbellAssociate Professor Leadership and Educational Change,OISE

Livestream Presentation Mississauga Ballroom

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Rethinking Resistance: Responding to teacher voice Every administrator has likely faced resistance at some point when trying to support change in their schools. Staff are often at different stages of understanding and implementation, and this variance can present real challenges to productive collaboration in school improvement. Traditionally, teacher voice in professional learning may have been viewed as teacher preference, and may have looked like a school administrator giving choices for topics or pathways of professional learning. However, the ways that leaders respond to voice can either move the school community forward with depth and focus, or can cause teams to go a mile wide and an inch deep when attempting to respond to a wide range of opinions on staff. Based on this premise, the presenters worked together to co-investigate and reframe the concepts of “voice and choice” in terms of “readiness and concern.” In this session the presenters will explain how they decided to respond to teacher voice in a way that differentiated by readiness using a Concerns Based Adoption Model. When looking at a particular school-wide innovation, they spoke with teachers to determine what their concerns were around that topic, then grouped these into clusters, specifically planning targeted professional learning to address the concerns that were self-identified by those teachers.Alison Golding Principal, Simcoe County DSBMarianne Auger Student Achievement Officer, Ontario Ministry of Education

Principal’s Role in Developing Global Competencies in Our Students: A global perspective This session will discuss the school-level capacity-building strategies that are key to the transformations in pedagogical practice required to deliver global competencies for students. The discussion will be framed by the Ontario Ministry of Education document, Towards Defining 21st Century Competencies for Ontario: 21st Century Competencies; Foundation Document for Discussion (2016). Joni Heard, an experienced International School Leadership (ISL) Instructor, will introduce the workshop by providing a brief overview of 21st century competencies within the international context. The global perspective will be delivered through presentations from a panel of exemplary school leaders representing jurisdictions from around the world: Australia, Norway, Peru and Uganda. Participants will engage in a small-group discussion, led by a panel member, to develop questions for the panelists

Moderator: Joanne Robinson CEO, International School Leadership

Panelists: Joni Heard (Instructor, International School Leadership) Ashley King (Australia) Alfred Okello (Uganda) Elisabeth Rudi Lund (Norway) Alicia Gamio (Peru) Alfredo Draxl (Peru)

Creating a Collaborative Culture with Remote Staff and Students With the 21st century almost 20 per cent over, it is clear there is a need to respond to specific changes: students as learning partners; optimizing learning with technology; increasing authentic learning, critical thinking and collaboration; and supporting our teachers in a globalized world. Not all schools are the same, and in a world of alternative education with remote locations, additional challenges must be welcomed as new opportunities. This workshop will work to create a synthesis of current practices in creating collaborative culture through personal conversations, technology and data. The presenter will use a storytelling narrative of developing a collaborative but remote alternative school with 10 different campuses, 25 educators and 300 students. Laura Lee Millard-Smith Principal, Simcoe County DSB

Transforming Mathematics Instruction in Our Schools: Leading school improvement mathematics This session will focus on the importance of principals and supervisors taking the lead, using a whole school approach, in improving the mathematics learning of their students. The presenters will provide school leaders with a better understanding of what the changes should look like, along with key “monitoring markers” and a proven list of actions that will achieve improvement. Participants will be able to engage with these strategies and walk away with the inspiration, practical protocols and signals to help lead the change to improve student performance in mathematics. Doug Duff Principal Leader, Thames Valley DSB

Dr. Marian Small Dean Emeritus, Univ. of New Brunswick

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WEDNESDAY AFTERNOON LEARNING SESSIONS Pedagogical Leadership and Global Competencies

Mavis MississaugaBallroom

Erin Mills Arista

Livestream

WEDNESDAY AFTERNOON KEYNOTE

Dr. Carol CampbellAssociate Professor Leadership and Educational Change,OISE

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Breaking Down the Classroom Door: Using Instructional Rounds to build collaborative capacity, enhance teacher voice & efficacy and refine instructional goals Inspired by the resources Instructional Rounds in Education and Leading Instructional Rounds in Education, this session will outline how Instructional Rounds were used as a process to engage staff in the Renewed Math Strategy, Applied Learning Strategy and Whole School Visioning in the presenter’s school. Facilitating Instructional Rounds in your school can lead to teachers getting inside one another’s classroom. They will allow staff to purposefully engage in observation that will increase their feelings of efficacy, equity and voice, while also identifying and refining high-quality instructional goals. Instructional Rounds create a network and a structure for observing student learning focused on a “specific problem of practice” identified by teachers themselves. The session will include context-building activities, examples and analyses of the impact Instructional Rounds have had in real school settings, as well as resources and suggestions for getting started at your school.Darlene White Principal, Halton DSB

Change Agent Leadership: What do principals need to know to successfully implement school reforms? In the current climate of accountability and calls for school improvement, principals are dealing with increasing demands to implement a variety of new educational initiatives. Yet, change implementation in schools is not always successful. School leaders often feel they have little training or professional development on how to lead their schools through reforms. In this interactive session, participants will learn effective strategies to launch and monitor the progress of new initiatives. Hands-on activities during this session will include tools to provide targeted and ongoing assistance for a range of different staff needs, from the reluctant initiator to the ‘go-getter.’ Participants will be given the opportunity to practice research-based strategies for assessing stages of concern and specific interventions to encourage positive changes. The strategies and resources provided by this workshop will help leaders more effectively support and sustain current school-wide initiatives, including equity and inclusion mandates, teaching global competencies, technology-enabled learning or improving math scores. Karen Acton Principal (Board-level lead), Upper Grand DSB

Changing Conversations – Push, pull, nudge towards professional collaborationFor teachers to support the development of 21st century learning skills, they need to engage in effective professional dialogue that promotes their personal learning. Not every teacher is ready and open to engage! However, supporting the development of effective teaching, learning and assessment practices for teachers is an important task for every administrator. School leaders need to be creative and take risks. Principals need to analyze contexts and set the conditions necessary for schools to impact teaching practices that engage students. This session will include effective practices to build a tool-kit that will engage staff in changing the dialogue into effective professional collaboration. Thelma Sambrook Principal, Toronto DSB

Kim Jensen Principal, Toronto DSB

Best Practices in Navigating the SO and P/VP RelationshipEmpirical evidence, including direct comments from school leaders, suggests that a positive supervisory officer-P/VP relationship is critical not only to the successful operation of schools, but to the health and wellness of school leaders. This panel workshop will focus on supervisor-subordinate relationships and how, when done well, positive relationships contribute to wellness. Principal and Supervisory Officer representatives will join an OPC Protective Services Consultant and an OPSOA Executive Member in sharing best practices for establishing and maintaining professional, supportive relationships; effective, transparent communication; collaborative pedagogical leadership; career coaching and mentorship; and engaging in challenging conversations that could lead to performance review or discipline. Moderator: Colin Fleming PST Consultant, OPCPanelists:Naeem Siddiq - OPC PST Rep Colleen Kappel - OPSOA Rep Rita Russo - Superintendent, York Region DSB Lindsey Diakiw - Principal, York Region DSB Krishna Burra - Superintendent, Limestone DSBAlison Fraser - Principal, Limestone DSB

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WEDNESDAY AFTERNOON LEARNING SESSIONS Pedagogical Leadership and Global Competencies

Vista A Vista B

Ontario Dundas

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Candy Palmater is a self-described “recovered lawyer turned feminist comic” who was raised by bikers in the wilds of northern New Brunswick. The creator, writer and star of her own national, multiple-award winning TV series, The Candy Show on APTN, Candy is a broadcaster with CBC Radio One and has appeared in several national television series including Trailer Park Boys and Call me Fitz. Candy was valedictorian of her class at Dalhousie University Law School and practiced Labour and Aboriginal law at a large corporate firm before discovering her true calling: show business. An activist, actor, writer, international speaker, TV and radio personality, Candy travels the globe speaking to audiences about issues such as race, self-acceptance, body image and sexuality. She has also been the executive producer of three films on Mi’kmaw culture. In the early days of her career in entertainment, Candy acted as director of First Nations education for the Nova Scotia Department of Education for a decade. Her passion for education has led her to pursue her Masters in Education at St. Francis Xavier University. She has also taught in the Transition Year program at Dalhousie. This past year she received the 2017 Bonham Centre Award, recognizing her leadership on advocacy and education in the field of sexual diversity, particularly as it intersects with Indigenous identity and life. She will be publishing her first book in the spring of 2019 with Harper Collins. The Road Less Travelled From student council President in a small rural high school, to valedictorian of her law school class, and a national TV show, Candy Palmater’s life experiences are at once unique and universal. Her varied career has included 10 years with the Nova Scotia Department of Education and she is currently writing her first book which will be published by Harper Collins, spring 2019. This activist and comedian will, through words of guidance and personal stories, share her passionate perspective on equity, self- acceptance and the love of reading. You will feel empowered to affect change in yourself, your family and your community. Prepare to laugh, cry, and be up-lifted!

WEDNESDAY EVENING KEYNOTE

Candy PalmaterCreator, Writer and Star of The Candy Show

Mississauga Ballroom

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Dr. Greg Wells is a physiologist, an exercise medicine researcher at Toronto’s Hospital for Sick Children and a professor of kinesiology at the University of Toronto. Throughout his career, Dr. Wells has coached, trained and inspired dozens of elite athletes to win medals at World Championships, the Commonwealth Games and the Olympics. He has studied athletic performance in some of the most severe conditions on the planet, like the Andes Mountains and the Sahara Desert. Dr. Wells has had his own experience with the challenges of adversity and human extremes. Late in his high school career, he broke his neck in a freak accident while swimming in the ocean and was in a halo brace before undergoing neurosurgery. Told by his doctor that he would never perform as an athlete again, he went on to compete at the international level in swimming. He has competed in events such as the Nanisivik Marathon - 600 miles north of the Arctic Circle - Ironman Canada and the Tour D’Afrique, a grueling 11,000-kilometre event that is the longest bike race in the world. The author of Superbodies, Greg is a sought-after speaker and a regular contributor to The Globe and Mail, CBC, CTV, TSN and newspapers and magazines around the world. Greg lives in Toronto with his family. Building Healthy High Performance Teams In this keynote presentation, Dr. Wells leads teams through a five-step process for establishing healthy high-performing teams. This workshop is based on the Aristotle Project research at Google and Dr. Wells’ experience working with international level sports teams and extreme expeditions to some of the world’s most challenging environments. Participants will learn how to perform more effectively as individuals and as a team while improving their work environment to optimize mental health.

THURSDAY MORNING KEYNOTE

Dr. Greg WellsAssistant Professor, Faculty of Medicine University of Toronto

7:30 a.m. Thursday - Mindful Morning Movement with Sound Healing De-stress and recharge through simple and effective yoga chair exercises to tune up your body, mind and breath. Add the soothing sounds of a crystal bowl, and you will be ready to meet the day with a spring in your step and a sparkle in your eye! Invest in self-care. All are welcome. Please wear comfortable clothing that allows you to move with ease. No equipment needed.

Vista AB

Mississauga Ballroom

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Feeding All Four! Feed All Four was developed in the Trillium Lakelands District School Board out of an ongoing need to align teaching and learning with safe and accepting schools, mental health, healthy active living and student well-being. Research indicates that supporting the body, mind, spirit and emotions of an individual increases a sense of well-being, connectedness and resilience, and improves student achievement. The body, mind, spirit and emotions of an individual need to be fed consistently in order to optimize achievement and well-being. Feed All Four is based upon Maslow’s Hierarchy of Needs and the First Nations medicine wheel. School administrators can model Feed All Four into staff meetings and expand it into a whole school approach. This session will leave you with practical strategies that can easily be implemented, and inspiration to share with your staff to support this way of being.Lorey Sargent-Janes Vice-principal, Trillium Lakelands DSB

Ana Mena Principal, Trillium Lakelands DSB

A Mindful School Community that Celebrates The Unity and Uniqueness of All Members The mental health and well-being of staff and students plays a significant role in school success. This session will share the story of Winston Churchill Public School, where the focus is to create a culture for teachers and students to engage in learning through an integrated approach that honours 21st century students. This journey began in the 2017-2018 school year, with initiatives to align staff involvement and cohesion and to provide strategies that promote mindfulness, in order to create a unified school environment that celebrates the uniqueness of each member. Teachers collaborate to develop an understanding of how to use the body, brain and being to foster unity and individuality in their classroom. Students explore strategies and learn how to be present and aware without becoming overwhelmed or reactive to what is happening around them.Sandi Cook Principal, Lambton Kent DSB

Amy Tepperman Founder & Creative Director, Moving EDGEucation

Pedagogical Leadership: How strong districts support school leadersA panel of current Directors of Education, representing different parts of the province, will discuss their strategies regarding meaningful professional collaboration between school leaders and district leaders. Through a moderated discussion, the panelists will share their experiences with regard to creating supports within the district for Principals and Vice-Principals so that they, in turn, can work with their staffs to achieve optimal results with respect to student achievement and well-being. This session will highlight the importance of modelling shared leadership and reciprocal communication as districts work with school leaders to bring about system improvement. Moderator: Laura Hodgins PST Consultant, OPC

Panelists: Erin Kelly - Greater Essex DSB John Malloy - Toronto DSB Stuart Miller - Halton DSB Lucia Reece - Algoma DSB

Nurturing Artistries – Promoting Wellness When leadership takes the form of collaborative engagement between principal and teacher, the outcomes are transformative and powerful. When a principal’s goal is to promote the mental and physical well-being of students, it can be helpful to contemplate the possibility of meeting this goal by nurturing and fostering the artistries and passions of teachers. This session will explore an experiential learning model in Kingston ON, which supports students with complex needs. These needs create atypical teaching and learning challenges for teachers and school leaders. The culture of school and schooling can be rife with stressors that negatively affect the wellness of both staff and students. Often there is a sense of urgency experienced by many school leaders ‘to do it all.’ This presentation suggests that the principal’s willingness to relinquish power and support their staff’s teaching artistry may be a preferred model of leadership to promote wellness in the greater school culture. This presentation shares the experiences of an elementary principal and an elementary Experiential Itinerant Teacher supporting each other’s learning to enrich their work experiences. Jan Le Clair Principal, Limestone DSB

Jason Quenneville Experiential Itinerant Teacher, Limestone DSB

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THURSDAY MORNING LEARNING SESSIONS Mental Health and Well-Being

Ontario

Dundas

Mavis

Erin Mills

THURSDAY MORNING KEYNOTE

Dr. Greg WellsAssistant Professor, Faculty of Medicine University of Toronto

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Promoting Health and Wellbeing: One school’s journey John Fraser Secondary School’s multifaceted approach to promoting health and well-being aligns with the Ontario Ministry of Education’s Well-being Strategy and includes initiatives aimed at staff, students and parents. This session will deconstruct this school’s intentional wellness approach focused on the individual, the school and the community, while providing replicable strategies that target the whole school including• the Healthy Schools Committee’s work to promote

staff and student wellness• a student-to-student focus through Peer Mentoring

Programs and transition initiatives • community partnerships that support health and well-

being for all ages• connecting students with elders through initiatives

such as “Project BAN” and “Elders’ Wisdom”• parent engagement through school-specific

presentations, education and keynote speakers• collaboration with a Public Health Nurse to ensure

accurate and safe messaging across the school community

• a Specialist High Skills Major Health and Wellness program.

Mary Nanavati Principal, Peel DSB

Diane Stewart Public Health Nurse, Peel Region Public Health

Namita Parmar Teacher & Guidance Counselor, Peel DSB

The Principal Health and Well-being Global Challenge: Is your job too dangerous? The role of school principal has become so pressurized that many countries are now reaching a tipping point where school leaders risk decreasing their lifespan by remaining in the role. The Principal Health and Wellbeing Project shows that the average school leader in Australia, Ireland and New Zealand now faces a 60 per cent increased risk of cardiovascular disease, struggles with sleep, had difficulty maintaining family relationships and is nine times more likely to burnout (Riley, 2017). Studies in Canada (Pollock, 2017) indicate similar results. In responding to this challenge, the International Confederation of Principals (ICP) has brokered a partnership with Virgin Pulse and the Institute of Positive Psychology and Education at the Australian Catholic University to research the issues more intensively and provide an immediate intervention to help individuals monitor and improve their health. The session will outline the Global Challenge and report the longitudinal findings from Australia, Ireland and New Zealand. Discussions about the similarities and differences in the research findings from school leaders in the Canadian context are encouraged. Dr. Fiona Forbes President, International Confederation of Principals, Perth, Australia Prof. Philip Riley Associate Professor, Australian Catholic University, Melbourne, Australia

Bringing Back the Fun!Happy staff make happy classrooms! With many demands on staff time, it is essential to the wellness of a school that staff focus on their personal wellness, allowing them to support others. This session will provide participants with ready-to-go activities and ideas on how to bring wellness into their sites and increase overall happiness in the workplace. Participants will be provided with activities, tips and strategies designed to create positive relationships, enhance communication and connect staff by spending time laughing and collaborating, together. Megan Egerton Principal, Ottawa-Carleton DSB

Mindful Moments The world of education has become a fast-paced environment that has caused extra stressors for students and school staff. Teaching school communities to recognize stress and use appropriate strategies to support healthy minds is an important first step in building a mindful culture. This interactive session will offer practical strategies to use with staff, students and families and will assist administrators with leading their school to become a more mindful and reflective environment in which to learn. The presenters will discuss their journey from introducing and encouraging to inspiring a focus on mental well-being through mindful moments with school staff from K-5 and 6-8 elementary schools. Carol Coyle Vice-principal, Peel DSB

Kaylene Brar Vice-principal, Peel DSB

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THURSDAY MORNING LEARNING SESSIONS Mental Health and Well-Being

Arista Mississauga Ballroom

Vista A Vista B

Livestream

LeadON20: Looking Back, Leading Forward - 20th Anniversary Celebration 15

Dr. Simon Breakspear is known internationally for helping education leaders navigate disruptive change, develop innovation capabilities and drive continuous improvement for better learning. Simon is the Executive Director of Learn Labs, an education research and advisory agency that works globally to apply research to practice. He is also the founder of Agile Schools and Research Fellow of the Asia Pacific Centre for Leadership and Change at The Education University of Hong Kong. Simon holds Bachelors degrees in Psychology and Teaching, a Masters of International and Comparative Education from the University of Oxford and a PhD in education from the University of Cambridge. Simon began his work in education as a high school teacher in Sydney.

Creating Agile Schools: How to lead dynamic learning cultures for students and adults Changing times require schools to become modern learning organisations – Agile Schools – that are able to adapt to external shifts, embrace innovation and ultimately improve a range of valued student outcomes. It is the work of school leaders to create the teams, cultures and organisational routines necessary for schools to become sites of powerful learning for both students and adults. In this keynote Simon will explore what it will take for schools across Ontario to become Agile - and therefore future-ready - no matter what changes ahead!

THURSDAY AFTERNOON KEYNOTE

Dr. Simon BreakspearExecutive Director, Learn Labs

Livestream Presentation Mississauga Ballroom

LeadON20: Looking Back, Leading Forward - 20th Anniversary Celebration16

Leading Practice Improvement Through Learning Sprints: How to build teacher collective efficacy At this session, you will learn how to deploy the Learning Sprints process to enhance teacher practice and improve learner outcomes in your school or across your district. This simple yet powerful approach will enable you to build teacher collective efficacy and support the adoption of evidence-informed practice. Hear about global case studies and consider how to apply this approach in your school. This session will give you the practical tools and frameworks needed to take action in your context.Simon Breakspear Director, Learn Labs

#NeverStopLearning and Leading with TVO For more than four decades, TVO has built a reputation based on trust and quality as the technological extension of Ontario’s public education system. Today, TVO creates leading digital resources to support learning inside and outside of the classroom. Explore all the free resources that are readily available for Ontario educators to support their professional development and student learning. Participate in a live math tutoring session on Homework Help with an OCT certified tutor. Delve into rich discussion on TeachOntario with educators from across the province to support professional learning. There is learning and leading for everyone with TVO. Katina Papulkas Director of Educational Partnerships, K-12 TVO

Improving Well-Being with TedEd ClubsThis dynamic and interactive learning session will share best practices, data and success stories on how the implementation of a TEDEd Club in a school increases effective technology use and an improved sense of well-being. TEDEd Clubs are inclusive tools that can improve both mental health and a sense of well-being, while supporting deep authentic learning. Using elements of Inquiry Based Learning and Social Justice Pedagogy, the presenters will give participants the tools to start a Club in their own schools, and outline the positive impacts these spaces can have on students, teachers and their communities. Greg Farrell Principal, York Region DSB

Will Gourley TedEd Innovative Educator, York Region DSB

Full STEAM Ahead: Shifting towards a culture of making Current research outlines the many benefits of moving toward a maker culture in schools. Join the presenters as they share their experiences, resources and best practices in shifting a school toward a culture of making. They’ll explore how to redesign the physical space, planning and implementing student-driven initiatives, sharing student work and connecting with the community. A maker culture embraces the 21st Century competencies of communication, collaboration, creativity, critical thinking and citizenship. Maker spaces can be no-tech, low-tech and high-tech to allow an entry point for all. This session will explore how building STEAM opportunities allows for deep questioning, authentic inquiry, student choice and student voice, and creates problem solving opportunities that translate into applicable real-life skills. Joanne Borges Vice-principal, Limestone DSB

Michelle Sousa Vice-principal, Limestone DSB

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THURSDAY AFTERNOON LEARNING SESSIONS Innovation & Technology Enabled Learning

MississaugaBallroom Vista A

Ontario Erin Mills

Livestream

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InSTEM For Social Change This session will share the successes and insights gained by Gloucester High School in the Ottawa-Carleton District School Board (OCDSB), that proudly participated in Actua’s national pilot program Indigenous STEM (InSTEM) in 2016-2017. This initiative was founded on a partnership between Actua, the OCDSB and University of Ottawa Engineering, Maker Mobile team and Indigenous Community Elders and Traditional Knowledge Keepers. The project enabled Indigenous students to experience STEM through the lens of both Indigenous cultural knowledge and western science, technology, engineering and mathematics. The goal of the project is to create learning environments in which Indigenous students experience personal success within the STEM fields, while also providing cross cultural learning experiences for participating non-Indigenous students.Paula Hall Vice-principal, Ottawa-Carleton DSB

Jennifer Perry Principal, Ottawa-Carleton DSB

Partnering for Innovative ChangeCollaboration at all levels of the public and private education system is growing and is necessary to attain equitable, high-achieving and continuously improving jurisdictions around the world. Some 26 school systems (countries, regions, networks) including Innova Schools participated in the final part of the OECD Innovation Learning Environments project by submitting their own initiatives for innovating learning beyond single schools or organizations. This workshop will expand on the recent profile of Innova Schools in the synthesis report that emerged from the OECD project and publication, Schooling Redesigned: Toward Innovative Learning Systems (2015). Amy Coupal Former CEO, Curriculum Services Canada/ Learnography

Joanne Robinson Director of Professional Learning, ELC

Strategies for Leading Technology Enhanced Instruction & Learning in the Classroom Technology is ever-changing, and it is becoming an integral part of classroom learning. School administrators, as instructional leaders, play a key role in accelerating and promoting the use of technologies. We create conditions that include access to technology, a supportive learning environment and co-learning opportunities for staff to become familiar with new practices. This session will help school leaders understand how to create positive conditions for staff and students in which the use of technology will improve learning and achievement. Paul PickardPrincipal, Hastings & Prince Edward DSB

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THURSDAY AFTERNOON LEARNING SESSIONS Innovation & Technology Enabled Learning

Mavis Dundas

Arista

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Please bring your own device (BYOD). The LeadON20 Anniversary Forum will be a paperless conference. No print programs will be provided at the event.

A WiFi network is available and the password will be provided at your tables.

Remember to turn the ringer off on your mobile device during sessions and speaker presentations.

Please be advised that some sessions may be photographed and/or video recorded for potential use in marketing materials, The Register magazine (OPC) or on OPC social media platforms. If you have any concerns, please notify us by contacting [email protected].

Keep the conversations with colleagues going using #LeadON20 in all of your tweets throughout the day!

Download the Attendify app from the Apple Store or Google Play and search for LeadON20.

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