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Winter (LI) Modules
Modules Offered: Advancement, Education Program Foundations, Mental Health First Aid (Standard), Pluralism
Dates: January 31, February 1 & 2
Location: Virtual via Zoom
- Modules run concurrently, participants may register for one module only.
- Attendance in all sessions is required for module credit.
- A minimum of 10 participants is required for each module.
- The modules are open to faculty and staff from CAIS schools ($400.00/module) and non-CAIS schools ($525.00/module). These fees are specific to online programs.
- For further information see CAIS Leadership Institute FAQ’s or contact Catherine McCauley, Director of Professional Learning, at email@example.com.
Registration is now closed. If you have any questions, please contact Catherine McCauley, Director of Professional Learning, at firstname.lastname@example.org.
New to the Leadership Institute (LI)?
Participants committed to completing the full Diploma Program are required to take the Foundations for School Leadership Program. Since Foundations is not offered until the Summer 2023 LI, you may register for modules at the Fall, Winter and/or Spring LI before taking Foundations and they will count toward your Diploma.
Dates & Times
Tuesday, January 31
All Modules - 12:00 - 3:30 PM ET
CAIS Art of Leadership Award - Shawn O'Donnell, Head of School at Sacred Heart School of Montreal (all are welcome!) - 4:00 - 5:00 PM ET
Wednesday, February 1
Advancement, Education Program Foundations and Mental Health First Aid (Standard) - 4:00 - 7:00 PM ET
Pluralism - 12:00 - 4:00 PM ET
Thursday, February 2
All Modules - 12:00 - 3:30 PM ET
Optional Networking - 3:30 - 4:00 PM ET
Module Descriptions & Facilitators
- What school leaders need to know and understand about the role of Advancement in school operations and campus/facility development
- How Advancement contributes to a school’s overall strength and permanence
- How to build an advancement department in younger/smaller schools
- How investing in ‘friend-raising’ leads to future successes in fundraising
- About best practices in Advancement through concrete examples
- About career opportunities in Advancement
- 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
- Promoting the importance of creating a culture within all our schools where students and their families as well as staff can talk about how fluctuating mental well-being influences their lives - without being judged or isolated.
- Enhancing the comfort level of school leaders to reach out to others who may be experiencing a decline in their mental well-being or experiencing a mental health crisis, and, enabling them to access appropriate supports - thereby modeling for others in the school to learn to do the same.
- Enhance the well-being of educators, school leaders and administrators.
Mental Health First Aid has been chosen as part of the CAIS Leadership Institute. It is a copyrighted program of the Mental Health Commission of Canada. It is also active internationally in 20 different countries. Research has been demonstrated that it is effective in preparing participants to use a specific set of actions to offer help to others. They are able to :
- recognize signs that may indicate a problem,
- feel more confident in knowing how they can help and
- themselves experience improved mental well-being.
Mental Health First Aid does not teach participants to make diagnoses or to provide counselling or personal advice.
One additional component of this Leadership Institute is a 1 hour consultation focusing on considerations for implementing a mental health strategy in the context of an employment relationship. Matters such as confidentiality and its limits, the role of the school leaders, employee assistance programs, human resource processes and Canadian Human Rights legislation will be highlighted.
Christina Yurchuk Mental Health Commission of Canada
Christina currently works as the Learning Facilitator in the Coaching and Counseling Office at The Michener Institute of Education at University Health Network (UHN) in Toronto. She has over 20 years of experience developing and delivering workshops in a variety of professional, community, and academic settings on various topics: assertive skills, professional communication skills, academic skills, stress management, and career development. Since November 2020, she has delivered virtual MHFA training to over 900 participants at The Michener Institute, corporate groups, HR groups, young adults, frontline workers, small business owners, and the general public.
Pluralism is the culmination of meaningful DEIB. It is a state when more than one culture/race/identity is acknowledged and coexists in harmony with others. It is cultivated through recognizing those voices and identities that have been historically marginalized belonging that is achieved through the daily decisions taken by students, staff, parents, and volunteers to recognize and value human differences. Pluralism may be achieved through the interweaving of distinct cultures and identities into a unified whole. To help build a foundation, this module will explore what pluralism means to each participant and to their lived truth.
The subject matter can be deeply personal, responses are often emotional, and there is work to be done in reflection and self-analysis. It will challenge participants to lean into their discomfort and examine their own explicit and implicit biases, as well as to explore and dismantle the contributing systemic structures that may be at play in schools. Topics of race and ethnicity; socioeconomic status; indigenous peoples reconciliation; gender identity and expression; physical ability; and learning differences are all on the table.
Participants will learn how:
- School Leadership Teams can be effective in realizing a pluralistic community.
- The Board’s composition, nomination and development processes can be effective in ensuring the diversity needed to support the Board’s effectiveness, the School’s mission and strategy and sustained Board leadership.
- The School can be effective in establishing relationships as foundational to the learning experience and personalize the learning experience in a way that supports student engagement.
- The School can effectively develop students’ understanding and valuing of pluralism.
- The School can actively accept responsibility to meet the diverse needs of all students accepted for admission.
- The School can effectively establish equity as a driver for all Human Resource related practices across the School.
Connections to the CAIS 2021 National Standards will be made.
Genny Lee is a second-generation settler and a Korean-Canadian born and raised in Toronto, Ontario. She is the Vice Principal, Student Life and Belonging at the Bishop Strachan School, and former diversity, equity and inclusion (DEI) curriculum specialist. In both roles, she champions diversity, equity and belonging within all aspects of school life. She is currently a PhD student in Education Policy and Leadership at the Ontario Institute of Studies in Education (OISE) at the University of Toronto. With over 20 years of teaching, coaching and leadership experience, she is passionate about the confluence of neuroscience, implicit bias and equity. She has had a breadth of diverse teaching experiences including teaching in London, England; Regent Park, Toronto; Capetown, South Africa; and Seoul, South Korea. Genny leads equity workshops on topics such as culturally responsive pedagogy and anti-racist practice. She is also co-founder and current lead of the Conference of Independent Schools Ontario (CISOntario) People of Colour affinity network. She loves reading, hiking with her dog Biscuit and baking healthy-ish treats.
A native Calgarian, Gary taught in Japan for two years before launching into a career with Rundle that has spanned the last 27 years. Rundle is unique in that it has a K-12 College school with a traditional focus, plus two separate schools for students with learning disabilities: the Academy (in person) and the Studio (online). He is blessed to have had his own children attend these programs. Starting his early years as a junior high social studies teacher, Gary’s role soon evolved into a decade-long duty as the school counsellor for the Rundle College Junior Senior High program. Gary then shifted into administration as an Assistant Principal at Rundle College and then Rundle Academy. At the Academy campus, Gary led school admissions and learned extensively about complex learners and ADHD, embracing the program that enables these students to thrive. Gary returned to the College campus as Principal of the Junior Senior program, and two years later became Assistant Head of School, supporting operations involving the Head of School and the principals in each of the schools. In recent years, Gary has led Rundle through significant changes in risk management, OHS, and pluralism.