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Fall Leadership Institute
The CAIS Diploma in Independent School Leadership is designed to prepare participants for senior leadership roles in independent schools, particularly for Headships, by providing courses in aspects of independent schools rarely experienced by teachers. It is expected that candidates will discuss participation with their Head of School.
- November 2 (12-3 p.m. ET)
- November 4 (4-7 p.m. ET / 3-6 p.m. ET for Change Management)
- November 7 (12-4 p.m. ET)
Session Format: all modules will be held virtually via Zoom.
- CAIS member & candidate schools: $360.00 per module
- Non-member schools: $570.00 per module
- Please select up to 1 module from each Session in the drop down menus in the form below.
- Please note the dates and times for each Session.
- A minimum of 10 participants is required for each module to run.
Please note the different November 4 module time (3-6 p.m. ET)
Facilitator: Barry Wright
“There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success than to take the lead in the introduction of a new order of things.” - Machiavelli
This module will provide you with a solid understanding of both the theoretical and practical aspects of leading change. The paths to take and the pitfalls to avoid will be examined by focusing on a host of ideas like: urgency, vision, cynicism, chaos, celebrations, storytelling, and Grendel’s Mother.
- Explore the theories of change, as well as the nature of change and the role of change agents
- Develop an awareness of the strengths of bottom-up and top down approaches to change; examine the need for incremental, transformational and radical change; appreciate the possible targets of change.
- Focus on the question: How to lead planned change.
- Reflect on personal influence strategies, recognize resistance and learn the ways to overcome it.
Facilitator: Barry Wright
Barry Wright is an Associate Professor and the past Associate Dean of the Undergraduate Program in the Faculty of Business at Brock University in St. Catharines, Ontario. Prior to joining Brock University, he worked as an Assistant Professor at St. Francis Xavier University, taught at the International Study Centre in Herstmonceux, UK and at Queen’s University in Kingston, Ontario. He has also worked as an administrator with the City of Red Deer. During his career as an educator, Barry has been nominated several times for teaching awards and has been recognized as a Macleans Magazine “Popular Professor”.
At home in the classroom, Barry is also comfortable in the boardroom. He has provided a variety of training and research consultations to Canadian organizations. These include: the Bank of Montreal, Price Waterhouse Coopers, Queen's Executive Program, Ontario Basketball Association, Royal Oak Mines, the MacLeod Group, Centre for Innovative Management at Athabasca University, Football Canada, Human Resource Department at Brock University, Insurance Bureau of Canada, Constellation Software and Sobeys Canada Inc. Barry also provides one-on-one “coaching” sessions for senior executives who have expressed a desire for outside counsel.
He received his MA (Sport Psychology) and Ph.D. (Management) degrees from Queen’s University. His academic research focuses on understanding and solving leadership challenges; change and its influence on organizational members; and creating effective work environments.
Facilitator: Michèle Andrews
In the coming decade, our students and indeed all of us will face humanity’s most complex and significant challenge - mitigating and adapting to the climate crisis while creating a more healthy, equitable and just society for all. The voices of our children are all around us, asking us for help, demanding our action. We have heard scientists and others describe the COVID crisis as a real life fire drill of sorts, where we can hopefully draw learning to inform our strategies to mitigate, adapt, and prepare for the growing challenges of global warming.
As leaders in K-12 education, CAIS schools are grappling with how to set and achieve our own sustainability goals, and how to meet the needs of our students and school communities as we all endeavour to understand and digest what is being asked of us as individuals, community leaders and as citizens of the world. Our sector needs leaders like us to help forge the path, and inspire schools around the country to join in creating a sustainable future.
This module will provide you with context as well as practical tools for leadership in environmental sustainability in 2020 and beyond. We will also review the new CAIS Leading Practices in Environmental Sustainability, and discuss specific strategies to help achieve them. We will use examples from K-12 schools, higher education, and examples beyond our sector to help inform and inspire our learning.
We will review the various ways that we can create a hopeful, inspirational vision for the future, and galvanize our school communities around goals and action plans. We will examine some of the leading practices across programming, student life, operations, and capital projects. You will be encouraged to bring examples and questions from your own school to deepen our discussion and collaborate with fellow participants on solutions that can move us all forward. We will also review the many resources available to support schools in creating and implementing sustainability plans.
Facilitator: Michèle Andrews
Michèle Andrews has been leading the CAIS Green Schools Project since its inception in the 2018-19 school year. She has worked in independent schools since 2002 in a variety of roles in Senior Administration, as Head of School, and as Board Chair. She worked at the Toronto Waldorf School for 10 years as Head, where environmental sustainability was deeply embedded into the pedagogical program and the school culture.
Michèle has a Bachelor of Commerce from Queen’s University, and a Masters in Education from OISE/University of Toronto, with a focus on organizational change and adult learning. She had a successful career in strategy, leadership and organizational development in the private and not-for-profit sectors before stepping into the world of K-12 education.
She is currently involved in a number of sustainability initiatives, including a registered Living Building Challenge and Living Community Challenge project in Eastern Ontario. These challenges represent the highest standard of sustainable building design in the world. She is a volunteer ambassador and Living Future certified member of the International Living Future Institute. She is also a member of Al Gore’s Climate Reality Leadership Corps.
Michèle recently helped found a community climate action group in eastern Ontario. She is dedicating her professional and volunteer time to working with students and communities to transition to a healthy, sustainable, future. She and her husband recently moved to a 10 acre rural property where they are trying their hand at growing their own food and regenerating the land.
The school has a specific, comprehensive and strategic Environmental Sustainability Plan with key measures across all aspects of the school operations and program which is reviewed annually.
The school is investigating and implementing specific strategies that move towards carbon neutrality.
Environmental sustainability is valued and embedded in the school culture.
The School embeds sustainability knowledge, skills, and values throughout the curricular and co-curricular programs.
The school has opportunities for students to learn about the intersection between economic, social, political, and technological issues and environmental sustainability.
The school demonstrates their commitment to seek leading practices in sustainability in all aspects of facilities and operations, including new buildings and renovations, energy sourcing and consumption, waste management, water management and use, food services, landscaping, transportation, and purchasing.
Facilitator: Dr. Meaghen Johnston
The Canadian Mental Health Commission states that “for more than 70% of adults living with mental health problems, symptoms developed in childhood or early adolescence.” The obvious conclusion from this statement suggests that what we do in our schools with our students each day has the potential to positively impact their lives. This course will provide the opportunity for us to collectively examine what each of our independent schools are currently doing in the area of mental health, not only with our students but with our staff. With the current context in mind the focus will be on developing a new awareness of how leadership can look when we take care of ourselves, our teams, and our students. Using an approach grounded in research, strategies will be shared for what can be done to enhance and strengthen our efforts in promoting positive mental health extending from ourselves to our communities.
- Understanding the current situation in our schools, Identifying priorities for building psychological safety in our schools, Developing a language and skill set for building courageous schools, Recognizing what 'Daring Leadership' looks like, Understanding trust, vulnerability and values, Increasing Emotional Literacy, Building Shame Resilient and Empathetic Spaces
Facilitator: Dr. Meaghen Johnston, RSW, MSW, Certified Daring Way™
Led by her core values of contribution and connection, Meaghen founded Intentional Futures Counselling, a private practice that serves individuals and teams from across Canada in navigating the struggles, challenges, and opportunities that are a part of every day life. Her belief in the resilience of the human spirit guides an intuitively led and evidence based practice.
Meaghen has over 20 years of experience working as a Social Worker. She completed a PhD in Social Work from the University of British Columbia and received the Doctoral Dissertation Award from the Society of Identity Formation, was an Associate Professor of Social Work at Mount Royal University. With a strong enthusiasm for teaching and learning, Meaghen continues to lead conversations and offers courses using her training as a Certified Daring Way™ Facilitator.
Meaghen volunteers her time to the United Way and is in her second term as a Cabinet Member for the 2019 Campaign. She has recently been appointed to the General Child and Family Services Board where she will work closely with the Minister of Families to support the Province’s most vulnerable children and families.
Meaghen is prairie born and continues to feel connected to the spirit of the province of Manitoba and the city of Winnipeg. After living in Vancouver, London, England, and Calgary, she and her husband felt the call back the prairies and the lakes and moved home in 2014. The mother of two girls aged 13 and 10, she lives from a place of curiousity and finds comfort and humor in the most imperfect moments of each day. She is grateful for a life filled with soggy cheerios, sandy toes, homework struggles, and just doing life in the most authentic, messy, honest way possible.
Facilitator: Jim LaPlante
The intent of this course is to prepare leaders for the full breath of IT systems in their schools. It will look at approaches to IT in the academic and operational realm. Participants will review overall IT strategy for their schools, what protections are in place, and why they are necessary. We will look at Canadian and international approaches to data privacy and legislation. As well, we will look at data and analytics in your school, global best practices with data, and work on opportunities to define and develop strategic approaches to using data in your school.
Infrastructure, Data, and Tools
- What is your network strategy and network setup?
- What is your overall data strategy - cloud, backup, etc?
- How has this strategy changed pre and post March 2020?
- Where does IT planning fit into school strategic planning?
Network Protection and Integrity
- How do schools protect their network?
- What is the value of a network audit?
- What ways should schools protect against cyber threats?
- How do your school upscale faculty, staff and students to understand cyber threats?
Provincial, Federal, and International Data Protection
- What legislation applies to your school and how does your school comply?
- How can you evaluate your school's efforts to comply?
- What are your school's policies and procedures for software access and use of private data?
Best Practices in Data and Analytics
- How do we prepare our data and systems for analysis?
- How do you build a culture of data analytics at your school?
- How do you formalize your approach to data and analytics?
- Data literacy is key - How literate is your school?
- How do you encourage departmental inquiry that can be supported by data - how do you effectively use data for decision support?
Facilitator: Jim LaPlante
Jim LaPlante currently the Executive Director, Information and Innovation at Upper Canada College. He has been involved in education and technology for 30 years. He started his career in education as a Physics and Calculus teacher and is now actively involved in IT leadership in the Independent School System. Over the last few years, Jim has been on three CAIS accreditation teams and shared the on-site Coordinator duties for UCC, actively involved in the CAIS IT Leadership Conference, as well as co-hosting the CAIS National Engagement Forums on 21st Century Classroom Design, School infrastructure and the Internet of Things, and the Evolution of 1:1 Programs in Independent Schools. Currently, Jim is supporting school wide strategic initiatives like new timetable implementation, remote exam delivery, and the Principal’s Innovation Fund.