Leadership Institute Module: Crisis Communications Planning

Leading a school community through a crisis requires preparation, planning, and practical steps to ensure transparent, reassuring, and effective communications with all of your stakeholders - including the Board, families, alumni, and the media.

This module is intended to prepare current and emerging school leaders to understand the steps involved in preparing for, responding to, and recovering from a crisis situation. We will look at how to identify an emerging issue and steps to take to stop it from potentially escalating, what to consider when contingency planning in an independent school environment, common mistakes to avoid in responding to a crisis, crisis response workflow and best practices, knowing when to walk away, and how to shift the focus on recovery.

We will explore each other’s lived experiences, observations from real world and very public crisis situations, and what crisis communication measures you already have in place, or may want to consider, within your own school community.

Participants will:

• Explore what defines a crisis.
• Consider the potential impacts of a crisis from the different perspectives of a school (strategic, reputational, operational, etc.).
• Look at real examples and case studies to explore what worked well and lessons learned.
• Understand where crisis communications fits into broader strategic planning.
• Review early warning systems. What should you have in place?
• Explore how to prepare your school - and your school community - for a crisis through case studies, breakout discussions, and sample scenarios.
• Discuss the crisis response workflow and look at unique considerations for different school environments, including who to involve, and when to bring in additional support.
  • Spokespeople
  • Process
  • Questions to Ask
  • The Role of a School Leader during (and before and after) a crisis
• Examine what recovery looks like and explore specific strategies that can aid school communities in recovering from a crisis.

Make connections to the CAIS National Standards including Standard Two- School Leadership and Standard Nine- Recruitment and Community Engagement.

Facilitator Biography - Kate Chandler

Kate Chandler is an award-winning communications leader with nearly 20 years experience working with top-tier educational institutions, government entities, and private sector clients in Canada, the Middle East, and beyond.

In 2021, Kate founded Chandler Communications, a brand and communications consulting firm that works with independent schools, universities, and a range of clients across Canada and around the world. Prior to this, Kate was the Assistant Vice Chancellor of External Relations at NYU Abu Dhabi, where she oversaw Public Affairs and Communications, Commercial and University Events, and Community Engagement. In this role, Kate contributed her expertise towards strengthening and enhancing the University's reputation and brand while advancing its strategic mission. During her eight years with NYU Abu Dhabi, she led the University's communications strategy and response to emerging issues and crises, including serving as the University's chief spokesperson. She was the communications lead in navigating the COVID-19 pandemic and received a platinum MarCom award for the University's Return to Campus campaign.

Kate is passionate about building great brands, shaping compelling narratives, and helping individuals and organizations tell their stories clearly and purposefully. Along with her responsibilities as Principal and Founder of Chandler Communications, Kate is Co-Chair of the Board of Directors of the Cowichan Women Against Violence Society and a contributor to the development of a redesigned PR program at the University of Southern Queensland, of which she is also an alum.

Kate is currently based on Vancouver Island, Canada.

Leadership Institute Module: Education Program Foundations

A helpful metaphor for visualizing the complexity of CAIS schools is to imagine a series of interlocking gears. The academic program is located at the center of this ‘machine’ with direct connections to school purpose, leadership, enrolment management, human resources, and facilities. Our schools are first and foremost learning institutions, and all leaders within CAIS benefit from understanding the challenges and opportunities within academic programming.

This module provides an overview of essential topics facing academic leaders in CAIS schools and how wider school structures connect with and impact the education program. While academic mandates and curricula differ by province, this module will identify the effective foundational traits in educational programming.

Learning Intentions

• Discuss the role of educational programs in school equity, diversity, and inclusion work
• Understand different models of division heads, department heads, and instructional leaders
• Learn how research can best inform professional learning for faculty
• Look at how educational leaders initiate, support, evaluate and sustain change in schools
• Discuss effective practices to support academic integrity
• Review the elements of proactive and effective faculty growth and development programs
• Understand the business pressures, hard constraints, and soft constraints in timetabling
• Appreciate the challenges of teacher training and retention within the independent school landscape in Canada
• Share ideas on the academic structures that support student mental health and wellness
• Consider how the science of the developing brain informs educational programming

CAIS 2021 National Standard Alignment

Close alignment will be made with the following CAIS 2021 National Standards:

• Standard 4 - Education Program Foundation
• Standard 5 - Learning and Teaching

Direct connections will also be made to CAIS 2021 National Standards:

• Standard 1 - School Purpose (e.g. academic mission and vision)
• Standard 2 - School Leadership (e.g. academic leadership structures)
• Standard 6 - Student Well-Being and Support (e.g. faculty involvement in academic and student support)
• Standard 10 - Human Resources (e.g. professional development for teachers)

Pre-Reading 1: An article related to secondary school grade inflation and university admissions. We will discuss this in the context of CAIS academic programs and how our different Canadian provinces navigate assessment, standardized testing, and university admissions.

Hurley, J. (2023, April 8). When 94% is not 94: What University of Waterloo's engineering admission tool reveals about high school grades. Toronto Star, GTA. Link

Pre-Reading 2: Take a look at one university's approach to generative AI. We will discuss how this approach may align with, deviate from, or inform your school's September approach. If you have not already experimented with a generative AI tool, please try ChatGPT; we will be using it as part of our LI work.

Office of the Vice-Provost, Innovations in Undergraduate Education. (2023, April). ChatGPT and generative AI in the classroom. University of Toronto. Retrieved June 29, 2023, from Link

Leadership Institute Module: Facilities & Infrastructure

Considering the long-term viability of a school while operating effectively every day, regardless of size and location, requires effective allocation of limited resources focused squarely on the immediate needs within the context of future aspirations, all in support of the Vision and Mission of the institution.

This module will expose the participants to some of the foundational elements involved in identifying, planning for and execution in the areas of Health and Safety, Environment, Renovation and construction, IT, food services and Critical incident Management to meet that challenge.

The module is participatory including discussions of key concepts and both current and future trends, presentations from guest speakers and small group discussions of case studies. Participants will be invited to augment their learning with documents from their home school. Connections to the CAIS 2021 National Standard 12 (Infrastructure & Facilities) will be included.

Learning Intentions

• Begin to understand the essential Health, Safety and Accessibility components of your campus.
• Touch on the complexities of capital project management.
• Look at the positive impacts of a progressive environmental program.
• Identify the critical elements of a secure and stable IT system.
• Explore Food service and Transportation challenges now and for the future.

Facilitator Biography

Stephen Thuringer is the Manager of Special Capital Projects for Upper Canada College (UCC), one of North America's leading independent boys' schools. He holds a bachelor of arts degree from Concordia University and has extensive expertise and experience in horticulture, turf management, arboriculture, and project management.

Before his consulting work with UCC, Stephen was the school's executive director of facilities for more than 25 years. In this leadership position, he was responsible for oversight of UCC's Deer Park campus, located in central Toronto on 35 acres of green space, and for the school's Norval Outdoor School, a 430-acre nature sanctuary approximately 40 minutes outside of the city. Stephen led several ground-breaking projects at UCC including more than $50 million in renovation and revitalization projects including the recent renovations of its learning and classroom spaces at the Prep School, the construction of multiple design labs and maker spaces, and the building of a dedicated rowing facility for school and community use located in Toronto's Outer Harbour.

Stephen is a results-oriented leader who thrives in a collaborative space where diverse perspectives shape facilities and project outcomes. With more free time he is looking for opportunities to partner with non-profit and charitable organizations to help them achieve their goals.

Stephen lives in Toronto with his wife Alexandria and their two children. He enjoys time in the outdoors camping, fishing, skiing, biking, and hiking on any continent.

Leadership Institute Module: Faculty and Staff Culture

The Faculty and Staff Culture module is designed to provide participants with information concerning the complexities of creating, managing, and leading a vibrant, effective faculty culture within an educational setting. Participants will review basic management theory, discuss the difference between leadership and management, begin the process of developing their own management philosophy and will be given an exposure to the controversies and issues facing a current educational manager/leader. All of this will apply directly to the overall concept of Faculty and Staff Culture.

Connections to the CAIS 2021 National Standards will be made.

Learning Intentions:

• Understand the meaning and complexities of faculty and staff culture.
• Start thinking about one’s own management/leadership style.
• Expose participants to a wide variety of management theories and styles.
• Clearly define faculty and staff culture and understand its relevance in an independent school environment.

Facilitator Biography

Jason Rogers is currently the Head of School of Rundle College Society (Rundle) in Calgary, Alberta. Rundle is a preK-12 coeducational day school system that boasts over 1150 students and 200 staff and faculty. Rundle is recognized as one of the top private schools in Alberta and is unique as it has one specialized campus named Rundle Academy which is solely for students with learning disabilities. In 2021, Rundle opened Canada’s first virtual school for students with learning disabilities, Rundle Studio. The Studio supports students in Alberta and around the world.

Prior to taking on the headship at Rundle, Jason has served as classroom teacher, head of admissions, assistant principal and principal within the Rundle College community. He has also chaired Rundle’s steering committees for technology and professional development. Jason has a Masters and Doctoral degrees in educational leadership from the University of Calgary and has received his Diploma in Independent School Leadership from CAIS.

Outside of school, Jason has a love of family, travel, writing and the outdoors. Jason has published articles and a book on topics such as leadership principles, universal design for learning, creative study skills and the art of public speaking. Jason has had the opportunity to present to teachers, administration and parents in most Canadian provinces. Finally, in spite of growing up in Saskatchewan and cheering for the Roughriders his whole life, Jason and his wife now have made Calgary home.

You can read Jason's blog at www.drjbrogers.com and you can follow him on Twitter (X) @jasonbrogers.

Leadership Institute Module: Finance

The Finance module is designed to provide participants with information and experience in receiving and interpreting financial data within the school environment. We will explore the ethics and law around financial decision making, benchmarking of independent schools, financial sustainability and governance, internal financial reporting and reviewing financial statements. A budget exercise that participants undertake in small groups is a tool used to understand the major drivers of a school's finances. The module is participatory and aimed at the non-financial manager.

Learning Intentions

• Gain an awareness of the financial documents used by independent schools
• Develop an understanding of the major drivers of a school budget
• Examine issues of financial sustainability and risks associated with enrollment fluctuations
• Develop an understanding of the "business" of running a school - insurance, planning, revenues, and expenses

Connections to the 2021 National Standards will be made.

Facilitator Biography

Sanjay Chauhan, CPA, CGA

Director of Finance, St. George’s School

A CPA with 27 years of experience working in banking, tech, retail, warehousing, construction, and now at St. George’s School for the last 6 years. Sanjay has specialized in treasury, hedging, strategic planning, data analytics, and reporting in both public and privately held organizations with local and international operations.

Outside of school, Sanjay has been married for 25 years with a son that graduated from St. George’s School and a daughter that graduated from Stratford Hall. Sanjay was born and raised in Vancouver and had spent 14 years living in the Okanagan. 

Leadership Institute Module: Governance

Effective governance is critical to the long-term success of Independent Schools. Effective Boards steward and safeguard the health of their Schools for future generations. The Board ensures the School has a clear strategic direction, provides appropriate risk oversight, ensures the School has leadership capacity and resources and effectively manages Board performance. Governance relies on both “science and art”! This module aims to demystify some of the core elements of governance of independent schools.

Learning Intentions:

• Overview of Governance: Why it Matters, Board Basics
• Characteristics of Effective Boards and the new CAIS Standard on Governance (Standard 3)
• Understanding the Roles of the Board and Management
• The Pivotal Relationship: The Chair and the Head
• Building a Better Board: Board Profile, Diversity, Selection and Development
• Optimizing Board Performance: Structure, Meetings, Information, Generative Thinking, Culture and Evaluation
• Tips on Working with Boards (for Staff Leaders)
• Hot Governance Topics and Tricky Issues

Connections to the CAIS 2021 National Standards will be included.

Facilitator Biography

Susan Wright has provided strategy, governance and organizational development services for not-for-profit and public sector clients. She has been in consulting for over 35 years and has undertaken projects for many educational institutions including approximately 30 independent schools in Canada.

Susan has actively supported the work of CAIS (Canadian Accredited Independent Schools) related to enhancing governance effectiveness, and she teaches a course at the University of Toronto on Non-Profit Leadership, Strategy and Change. Susan’s past volunteer governance roles have included Chair of the Conference of Independent Schools of Ontario (CIS Ontario) and a variety of volunteer roles at Havergal College including serving as Chair of the Board of Governors. From 2019 to present, Susan has been sitting as an external member on the Board of Lakefield College School.

Leadership Institute Module: Human Resources

A look at the Human Resources function in Schools and its critical role as a strategic partner in driving organizational outcomes. Reviewing current and best HR practices within the context of an educational/school setting and exploring how to implement and make changes. A comprehensive review of the various areas of discipline in HR, including: recruitment, performance management, employee relations, compensation, and policy management and how to ensure practices are anchored in a talent strategy framework. This program will provide the opportunity for participants to gain a greater understanding of Human Resources Management and its impact in achieving the goals, mission, and vision of an organization.

Alignment will be made to the CAIS National Standards.

Learning Intentions

• Examine some of the current and emerging trends and practices visible today in the changing world of work
• Explore the challenges in implementing effective HR practices and processes and responding to employment market changes
• Review the key elements of a positive employee experience and how HR practices affect the employee lifecycle within an organization

Facilitator Biography

Janet Duga is the Executive Director, Human Resources at The Bishop Strachan School where she provides oversight for all human resources functions and support to the Head of the School on leadership planning and development.

Janet has an international background, working in various countries around the world in HR and in education. As a past Teacher, she brings knowledge of the education world into her day-to-day HR practices. Her strengths are in organizational design, big picture planning, and driving change. Her past work experience includes HR consulting with small businesses, career coaching, HR Director positions, and teaching in New Zealand and the UK.

Janet is a Certified Human Resources Leader (CHRL) has completed the HRPA university coursework in the nine HR discipline-specific knowledge areas. She is a graduate of the University of Waterloo (Honours Bachelor of Arts, Recreation and Business) and of Western University (Bachelor of Education).

Janet is an avid runner, cyclist, and triathlete who loves to spend time outdoors.

Leadership Institute Module: Risk Management

Participants will receive a high-level overview of risk management practices and how effective risk management supports operations, long-term strength, and resilience in Canadian Independent Schools. This module will address such topics as the fundamentals of risk management, liability, emergency response as well as highlighting the intersections between risk management and the 2021 CAIS National Standards.

The module will be delivered through a combination of presentations, case studies, group discussions, and individual assignments.

Learning Intentions:

Facilitator BiographY:

Andrew Shirkoff is the Director of Risk Management at St. George’s School in Vancouver, British Columbia. With over a decade of experience in Risk Management in independent schools, he has worked with faculty and staff, school leadership and boards to implement Enterprise and Strategic Risk Management practices.

A member of the Senior Leadership team, Andrew oversees the insurance portfolio, Critical Incident and Emergency Response planning, Privacy and Data Protection, disaster recovery, crisis communications and business continuity development. During the pandemic, he was seconded to the Federation of Independent Schools Associations as a member of the Independent School Rapid Response team, working with local health officials to support schools' efforts to address challenges posed by COVID-19.

Andrew has presented to school leaders and was a member of the CAIS National Standards Refresh sub-committee that contributed to and reviewed the indicators of effective risk management practice.

In his spare time, Andrew can be found hiking or hurling himself down trails on his mountain bike.

Leadership Institute Module: Women and Leadership

Note: This module is open to everyone, regardless of gender identity.

There is considerable research on women and leadership but little on women in leadership in independent schools and the particular challenges and opportunities of this environment. This module will offer a series of interactive exercises, discussions and reflections examining contemporary leadership theory, focusing on self-development, leadership learning, career patterns, and succession planning within the context of independent school leadership.

Learning Intentions: Participants will:

• Cultivate greater self-awareness of leadership traits and skills
• Examine past and present career points to envision future directions
• Develop an understanding of how to build a culture of leadership development for women in schools
• Think critically about career patterns, supports and obstacles through fictional and non-fictional narratives.
• Connect with colleagues from across Canada
• Have fun!

CAIS 2021 National Standards Alignment:

• Connections to the CAIS 2021 National Standards:
• Leadership Standards: 2.3, 2.7, 2.8
• Human Resource Standards: 10.1. 10.3, 10.5, 10 6, 10.7. 10.8.

Facilitator BiographIES

Claire Kelly serves as Assistant Head of School: Student Life, at Appleby College in Oakville, Ontario. She teaches AP Capstone Research, senior English, and coaches student leaders. Claire earned her PhD from OISE/UT (’19) in Leadership, Higher, and Adult Education, with a dissertation exploring organization change, in particular, career patterns of women and gender representation in independent school headships in Canada. She has presented her research in various contexts, including the American Educational Research Association (AERA) and The Association of Boarding Schools (TABS).

Claire has been a CAIS LI Women and Leadership module facilitator twice before and is delighted to be returning to this role. She lives with her husband and two sons on campus, and loves to travel, run, paddle, and play guitar.

Rachel Marks is the Head of Elementary at TMS. She has a Bachelor of Arts from McGill University, a Master of Education from Queen's University and received her Montessori teacher training at Toronto Montessori Institute. Rachel is a member of Cohort 21, which is a highly committed and innovative community of professional educators from The Conference of Independent Schools.   As part of Cohort 21, Rachel researched how to develop and measure Joy in her students' learning experience and used this to cultivate the vision for the Elementary program at TMS. She is also part of CAIS where she meets regularly with the Heads of Elementary programs in other Independent Schools across Canada.  Rachel is one of the facilitators for the CAIS Women’s Affinity Group that meets throughout the year with women across Canada.  She is also the co-founder of the LiftUp/Uplift initiative that supports women in Leadership across the independent school landscape.  Rachel has led several charitable initiatives at TMS, including a ground breaking social entrepreneurship project with 360°Kids a local non-profit supporting homeless youth.       

Rachel is also a mom of two children, Abby and Dylan, both who graduated from TMS. Rachel is married to Cory, a chef extraordinaire and together they have cultivated a love of great food, fine dining and an insatiable thirst for travel. They are also parents to Oscar, amazing puppy and consumer of peanut butter!