Lent 2017

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LENT

Celebrating the season of Lent 2017

By Stephanie Zakhem

“Lent is a new beginning, a path leading to the certain goal of Easter, Christ’s victory over death. This season urgently calls us to conversion. Christians are asked to return to God “with all their hearts” (Joel 2:12), to refuse to settle for mediocrity and to grow in friendship with the Lord. Jesus is the faithful friend who never abandons us. Even when we sin, he patiently awaits our return; by that patient expectation, he shows us his readiness to forgive. – from Pope Francis’ message for Lent 2017.

With the start of Lent today, CPCO would like to provide calendar resources and other Lenten materials for Principals and Vice-Principals.

  • Ash Wednesday: March 1, 2017
  • Palm Sunday: April 9, 2017
  • Holy Week: April 9 – 15, 2017
  • Holy Thursday: April 13, 2017
  • Good Friday: April 14, 2017
  • Easter Sunday: April 16, 2017 

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Open Doors – St. Charles College

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open-doors

St. Charles College reduces suspensions from 300 to 10 in just two years

By Stephanie Zakhem

Based in Sudbury, St. Charles College serves students in the Catholic faith-based community, offering both regular and French Immersion programs.

In 2015, St. Charles developed a program for disengaged students, called Open Doors. It was created with the intention to reduce suspension rates at the school. Staff at St. Charles “believed that sending students home was not the answer and rather was simply rewarding them,” said Principal Patty Mardero, adding that parents of the students wholeheartedly agreed with that.

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Ed-tech trends of 2017

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Ed-tech trends of 2017

By Stephanie Zakhem

What can we expect in the new year in regards to tech trends? As educators, we live in a fast-paced world, one where we have limited time. CPCO has put together a list of resources that are sure to help you navigate through this year with ease.

  1. Makerspaces: Makerspaces started to emerge in 2016. They are a place in which people with shared interests can gather to work on projects, while sharing ideas, equipment and knowledge.
  2. Blended learning: This is an education program that combines online digital media with traditional classroom methods. In other words, it applies the practice of using both online and in-person learning experiences when teaching students.
  3. Sketchnotes: These are rich visual notes created from a mix of handwriting, drawings, hand-drawn typography, shapes, and visual elements like arrows, boxes and lines.

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Canada’s Outstanding Principals 2017

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Photo credit: thelearningpartnership.ca

CPCO congratulates winners of Canada’s Outstanding Principals Award 2017

By Stephanie Zakhem

The Learning Partnership’s Canada’s Outstanding Principals program is celebrating its 13th anniversary and recognizing 40 exceptional leaders this year. Award nominations for the program were submitted by colleagues, parents, school staff and community members to celebrate these Principals’ leadership, innovation and ability to find solutions and opportunities within their school communities.

All winners will be honoured for their accomplishments at the annual gala on Feb. 28, 2017. The winners will also benefit from an exclusive five-day executive leadership training program at one of Canada’s top business schools: the University of Toronto’s Rotman School of Management. The program will introduce them to leadership and management practices, presented by business, government and education leaders, as well as Rotman faculty. Principals will also participate in a professional learning day hosted by CIBC, where they will have an opportunity to learn about today’s workforce from leaders in business, health and education.

We are thrilled to see four of CPCO’s valued Associates win the award this year! We got in touch with them and asked what does winning the award mean to them personally. Here is what they told us.

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Student Independence

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Student Independence – Planning with the End in Mind

By Brendan Byrne Browne, PhD

As educational leaders tasked with preparing our students for their best possible future, we are charged with considering what is possible, challenging the status quo and redefining what student success means. Education is a moral practice because it involves intentionally influencing the lives of people (Starratt, 2004).

As we wrestle with big decisions about student support and doing more with less, it is imperative that we do so from ethically defensible positions, grounded in students’ best interests, focused on fostering the greatest degree of independence possible. Consider our obligations to promote, support and foster human dignity, we are faced with challenging existing norms around student support, success, independence and pathways.

A recent article in the Toronto Star entitled “Ontario Parents Worry About Special Education Support” (Gordon & Rushowdy, 2016) presented as an accepted norm that the academic and social success of students with special needs is directly connected to receiving one-to-one adult support by an educational assistant or paraprofessional. A parent of a 19-year-old student highlighted this by saying, “Is someone going to remind him to eat his lunch?”

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