Health and Safety Matters!

Health and Safety Matters!

Superintendent of Schools – This past week was dominated with water main leaks impacting our schools, staff and students. I continue to learn every week in my role and I know a lot more about water mains after this week! It served as another reminder of how often we take for granted so many services that impact our health and safety. Ensuring and maintaining the safety of our staff and students is a constant priority across RVS.

All RVS staff have a part in ensuring the safety of our sites – not just for kids but for the adults too. We all play an important role in identifying potential hazards, reporting those hazards and “near misses” to our supervisor, correcting issues before someone gets hurt, and learning from incidents and near misses through reviewing and sharing the findings. All staff take important and mandatory health and safety online training while others take specialized training in a wide variety of topics specific to their roles within the organization.

In late November and December RVS had an external auditor in to complete an occupational health and safety audit. The audit identified many of the good things going on in RVS but also identified some challenges for us. If you want to learn more about our health and safety program you can read Administrative Procedure AP411 – Occupational Health and Safety and/or the Employee Health and Safety section of our website. Over the upcoming months staff will see a more visible focus on health and safety.

The Board is committed to health and safety and in the fall approved the addition of a dedicated health and safety specialist for the division. The Board also recently approved a lengthy list of maintenance projects across RVS for 2016/17. The top priority items are those that impact health and safety. Again, this is the demonstration of putting our money where our mouth is when we say health and safety matters!


P.S. While on the topic of water main breaks, I do want to recognize the amazing efforts of countless staff in those impacted schools. Your efforts to ensure the safety while still keeping the school open for learning is much appreciated. To our maintenance crews who demonstrated their commitment and dedication – I cannot thank you enough!

Seeing is Believing – Part 2

Seeing is Believing – Part 2

RVS Learning Specialist – Another common theme that we hear about on site visits is the emphasis on relationships. Each school we toured had a different, yet effective way to connect their students, staff, and community. Crescent Heights High School in Medicine Hat has recently started on their High School Redesign journey. Their initial focus has been on building relationships with students and staff and encouraging the pursuit of their passions. Forty minutes each day is set aside for a flex/advisory block that they call “CHAT.” During CHAT, academic, social, and emotional supports are provided. Each student has the chance to connect with an adult in the building, who, along with the supportive peer group, stays as their CHAT connection throughout their time at CHH. One Friday a month they have a day they call “Spark Day.” On this day, during CHAT, students can explore a topic or learn a skill of their choice. Sessions offered range widely, including sports, music, cooking, knitting, computer programing, jellyfish, and many more. The offerings are based on the passions of the staff and the students, and they change regularly. Many schools are experimenting with advisories so it was extremely enlightening to talk to a school about what has been working well and where they are going from here.

In Bassano School, relationships are key. With a high population of students from the Siksika Nation, the school has worked hard to foster relationships within the First Nations community to ensure the success of all students. It is one of very few schools in Alberta that can report no significant achievement differences between their FMNI and non-status students. First Nation students are just as likely to graduate from Bassano as any other student in the school. One of the many ways they have engaged their community is by bringing one of their Parent Teacher Interview nights in to the Siksika community. This demonstration of the school’s commitment to community has lead to substantially higher attendance at these meetings and broader parent involvement in the school.

Bassano School is more than just a building where teaching happens; it is a central hub of the community – a place where kids want to be and where community involvement is high. In their multimedia classes, equipped with green screen and professional lighting, students produce high quality newscasts and advertisements for local businesses and sports teams. The school also has a Human Patient Simulator where students work with nurses from the nearby hospital to check vitals, diagnose, and treat patients with all the authenticity of a medical training facility.

These site visits have all been eye opening. There has been something to learn from each person we’ve been fortunate enough to speak with and each place we’ve been able to explore. Although touring other schools is a great experience, powerful insights don’t necessarily require a road trip. Within every school there are opportunities to discover and stories worthy of hearing. A great first site visit can often be a visit with someone just down the hall or on the other side of your building. Often a powerful professional learning experience can come from simply observing a colleague teach, or being observed by a colleague, and then having a conversation about it. The beauty of being an educator is that we are surrounded by people to collaborate with, to learn from, and who share our goal of wanting to do what’s best for students.

Then again, sometimes it’s tremendously valuable to see other contexts in order to better understand your own. Do you have an initiative you’d like to see in action, or a concept that you’d like to explore remotely? Contact our team to discuss a possible site visit to support that goal.

Seeing really is believing!


It All Starts Somewhere

It All Starts Somewhere

Superintendent of Schools – For me it was a teaching assignment at Mount Royal Collegiate in Saskatoon. I actually had one more class to take over the summer before graduating but I got a job teaching. It was only going to be a one-year teaching assignment while the regular teacher I would be replacing was covering for someone else who was away on a year-long leave. That morphed into spending 22 of the next 25 years working in the public education space. One year I worked in the private sector (wanted to see what life was like in the “real world”) and two years working in the post-secondary sector.

Last week I was very lucky to be able to help out at the RVS booth at the recent University of Calgary career fair. For three hours, I spoke to prospective teachers who were graduating this spring from the U of C. I had the opportunity to brag about the great things going on in RVS, what drew me to RVS (twice), and how we support our early career teachers. I answered questions about how people can apply and what prospects look like. I must say it was great to be at the RVS booth as we had a steady stream of students interested in what we have to offer. Thanks to Meghan, Shannon, and Roel for letting me join all of you.

The following night I had the pleasure of attending the ATA induction ceremony for over 100 teachers who are part of the RVS family and are either new to the profession or new to Alberta. I wish I could have stayed for the full evening but it was a chance to say a few words and get to learn about many of our new teachers. Each school created a short video to help introduce the new teachers. These videos were quite amazing and kept the crowd laughing. I’ve asked for the DVD so I can watch the other half of videos I missed. Key messages I shared with the group (but also apply to our entire RVS team): we are in this together and on the same team; keep learning and growing; okay to take risks and innovate; collaborate with others; invest in yourself; take care of yourself; and thank those who helped get you here!

In that spirit – thanks to Mr. Richard Turcotte who was my grade 6 teacher and teacher-coaches Dan Boyer, Al Andrie, and Ivan Tam who made such a positive impact on my life. I am a teacher today because of all of you.


Stomping Out Stigma Related to Talking About Mental Health

Stomping Out Stigma Related to Talking About Mental Health

Superintendent of Schools – On January 27th, I had the pleasure of being part of the kickoff for Langdon School’s Headstrong Summit. All grade 6 to 9 students and staff participated in a day long event to learn about mental health and stomp out the associated stigma. The school was able to garner phenomenal support through partners like Mental Health Commission of Canada’s Headstrong program, Alberta Health Services, Synergy, Connecteen, Stepping Stones to Mental Health, and some community groups.

I was provided the opportunity to say a few words to kick off the day. Here is the text of my message:

I am honoured to be here for a short bit this morning to help kick off your day where you are coming together as a community to talk and learn about mental health and help break the stigma related talking about mental illness.


Recently, I’ve seen a ton of commercials on TV and Twitter about the Let’s Talk series sponsored by Bell.  We all need to be encouraged to talk about our mental health – kids and adults too. We need to recognize that it is okay to talk about our mental health just like we talk about our physical health. No one blinks an eye if you talk about a sprained wrist, if you need glasses or if you are seeing your doctor for a checkup but somehow for many of us it is not okay to talk about if we are struggling with depression or anxiety or seeing a counselor. We need to change that.


I encourage you to:

  • be that friend who will listen without judging or thinking less of the person who shares their challenges.
  • be the same warm, caring and non-judgmental friend as you were before your friend opens up to you.
  • encourage friends that are struggling with their emotions, feelings, stress, anxiety, sadness to reach out and ask for help.  That help can come from any adult in your life – teacher / parent / grandparent / coach / older brother/sister. They might not have the answers but they can help find the answers.


Thanks to the school for organizing this event. Thanks to the presenters joining us today.


Lastly, Be brave! Reach out! Speak up!

Unfortunately, I was not able to stay for the full day where kids had small group opportunities to hear and learn from the stories of brave presenters, who shared their knowledge and their personal stories related to addiction, grief and anger, healthy relationships, acceptance, suicide, physical harm and other challenges. The event provided information to students about where they can turn to for help and the stories provided opportunities for students to learn, grow, accept and stomp out stigma.


Assurance in Action

Assurance in Action

Superintendent of Schools – As – sur – ance (noun) 1. A positive declaration intended to give confidence; a promise 2. Confidence or certainty in one’s own abilities.

Shortly, a number of senior RVS leadership staff will meet with Alberta Education staff to review our Annual Education Results Report (AERR) as part of Alberta Education’s Assurance Model Pilot. Our AERR is like a report card on how we are doing as compared to our 4-year plan, which say what we are doing ( We connect our goals (Learners are engaged, supported and successful) to Alberta Education’s priorities. We report out on how we are doing using Alberta Education’s survey data, our own survey data, achievement and diploma exam results. Want to see what our AERR looks like? Check it out here ->

Our AERR is provided in a digital format. As part of the assurance pilot we have flexibility and streamlined requirements with the expectation that we demonstrate strong stakeholder engagement in order to inform local priorities. The AERR is a summative piece that describes the previous school year. All that is in the AERR has actually been discussed earlier in the school year. We (and by “we”, I mean our amazing Communications team) take the disparate pieces of information and combine them into one place – our digital AERR.

The AERR is an accountability tool to ensure Boards are reporting to the public about student achievement along with successes and challenges. It is meant as a tool to provide transparency, while used for continuous improvement.

Recently, I had the opportunity to meet with various leaders to gather information about the various strategies and actions underway to help achieve the goals in our 4-year plan. It was an invigorating two days of meetings because we have so much going on. People want to make a positive difference for our learners and are dedicated to helping achieve our goals. At the Jan 26th Board meeting, we will provide a high-level overview on progress made toward the goals and outcomes. I encourage you to read that report, that will be posted here after the Board Meeting:

Here is my assurance statement – I can assure you that RVS staff is working very hard, with extreme dedication, to empower the potential of our learners. In my visits to schools or when people are here at the Ed Centre, I see RVS staff committed to engage and support learners so that the learners can be successful. Our 4-year plan is alive through the actions of our staff making the learning real, visible and for everyone. Anyone visiting on of our schools will see that they serve as a living, dynamic, ongoing poster for our 4-year plan in action.

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