< PreviousManitoba Association of School Superintendents 11 MASS 2024-2025 Executive TABLE OFFICERS: Jason Young Co-President, Chair Superintendent/CEO Beautiful Plains School Division Sandra Herbst, Metro Superintendent/CEO River East Transcona School Division Lorie Henderson, North Superintendent School District of Mystery Lake Mathew Gustafson, Southwest Superintendent/CEO Brandon School Division Jennifer McGowan, Metro Assistant Superintendent Seven Oaks School Division Pamela Garnam, South Central Superintendent Portage la Prairie School Division Barb Isaak Executive Director Karen Wohlgemuth Executive Assistant Shelley Amos, Metro Superintendent/CEO Pembina Trails School Division Tyler Moran, Southeast Interlake Assistant Superintendent Interlake School Division Rob Riel, Metro Assistant Superintendent Winnipeg School Division Tyson MacGillivray, At-Large Chief Superintendent Frontier School Division Daniel Preteau, At-large Assistant Superintendent Division scolaire franco- manitobaine Jenness Moffat Co-President Superintendent/CEO St. James-Assiniboia School Division Christian Michalik Past President Superintendent/CEO Louis Riel School Division Dan Ward Treasurer Superintendent Garden Valley School Division DIRECTORS: STAFF: Leanne Peters, Professional Learning Assistant Superintendent Hanover School DivisionVISION In the next 3 years, MASS will enhance our ability and capacity to support professional learning, connection and advocacy among our members. HIGH LEVERAGE STRATEGIES Ensure internal and external clarity about who we are, what we do and how we operate. LEARNING Ensure professional learning: • reflects the priorities of the strategic plan • respects the diverse needs of members • is responsive to needs in public education • is practical/directly applicable to the work of senior leaders CONNECTING Ensure our approaches to networking and connection: • support members’ sense of efficacy in their divisional leadership • deepen their understanding • lead to meaningful collaboration/ co-construction ADVOCATING Ensure a strategic approach to advocacy that: • clearly outlines a compelling case for change/ improvement within MASS priority areas • maps out a cohesive plan for advocacy throughout the organization’s areas of action • ensures actions support and are aligned to the plan MISSION Manitoba Association of School Superintendents (MASS) provides leadership for public education by advocating in the best interests of learners and supports its members through professional services. Manitoba Association of School Superintendents Strategic Plan 2024-2027 HIGH LEVERAGE STRATEGIES 1 Ensure internal and external clarity about who we are, what we do and how we operate. 2 Build our capacity through increasing human and financial resources. 3 Nurture a culture of positive, meaningful and constructive engagement with members and external partners. 4 Review, re-imagine and revise structures that support all areas of our work. 5 Develop a cohesive and strategic approach to advocacy and a concrete plan to support implementation across the organization. 12 MASS Journal Spring 2025Manitoba Association of School Superintendents 1314 MASS Journal Spring 2025 M ountain View School Division’s (MVSD) journey to align its assessment practic- es with Indigenous ways of knowing, understanding, doing, and honouring began with a desire to better engage both our stu- dents and families in the assessment process in meaningful ways that were clearly connected to their learning. Over several years MVSD engaged in conversations with a variety of stakeholders, reviewed assessment research related to supporting Indig- enous learners and worked through several iterations of an updated pro- cedure. As a next step in the journey, MVSD made four commitments to our learners regarding our assess- ment practices. 1. To enhance communication between the teacher and learner. 2. To value what we teach by choosing to assess what we value. 3. To report on individual progress in ways that are accurate and help- ful to all members of the learning community (students, educators, parents/guardians, grandparents). 4. To demonstrate an understand- ing of an Indigenous worldview by implementing assessment strategies that reflect the belief that learning is a lifelong journey and value a holis- tic view of the learner. By beginning with the end in mind, MVSD has created the conditions to allow for an inclusive and comprehen- sive approach to student assessment. MVSD updated their assessment pro- cedure in 2022 to include a more By Suzanne Cottyn and Jamie Galbraith, Mountain View School Division A Journey Towards Inclusive Assessment Practices Undergoing assessment. Photo and graphic courtesy of Suzanne Cottyn.Manitoba Association of School Superintendents 15 direct approach to outcome-based assessment. The guiding principles at the beginning of the procedure are aligned with the Indigenous Principles for Holistic Lifelong Learning (2007) 1 and MVSD’s Indigenous Framework The Mountain View School Division Outcome-Based Assessment Q&A. (2019). The guiding principles outline both what learning is and how assess- ment should support learning. The following is a summary of the four areas that guide MVSD’s assessment procedures: Knowing (emotional): Learning that acknowledges all things are interconnect- ed, relational and dependent on balance and harmony within all aspects of the life journey. Learning that recognizes the role of sharing inter-generational knowledge. 16 MASS Journal Spring 2025 varied opportunities for re-assessment over time should be provided to stu- dents to improve their learning. Honouring (spiritual): Learning starts at home and is embedded in per- sonal stories of history, traditional knowl- edge, and clan/family systems. Learn- ing that Mother Earth/the natural world grounds and roots us in living a good life (Mino-Pimatisiwin) and providing our sense of place in the world. Assessments are responsive and constructive, focus- ing on the process of learning. They are ongoing and fluid, involving the teacher reflect a broad range of strategies to gather accurate evidence about student learning to ensure a holistic view of the learner. Doing (physical): Learning that recognizes newly acquired skills and knowledge are meant to be shared with the community and supports the com- munity’s well-being. Assessments pro- vide frequent and timely feedback to students that is descriptive and clear, identifying both areas of strength and improvement, appropriate to a student’s developmental needs. Numerous and Assessments foster motivation by build- ing on student success and self-confi- dence, with a focus on understanding and progress. Understanding (cognitive): Learn- ing is a lifelong journey and is acquired through a range of learning opportuni- ties within informal (home/land) and formal (classroom/community) settings. Assessments are based on student learn- ing outcomes as stated in the Manitoba Education curricula, while ensuring that student voice and choice are honoured throughout the process. Assessments Manitoba Association of School Superintendents 17 with others, and honouring that learn- ing is embedded in our personal stories and sense of place. n Suzanne Cottyn is the Superintendent/ CEO and Jamie Galbraith is the Coordi- nator of Curriculum and Assessment for Mountain View School Division. the conditions to change the way our communities look at learning and better equip our students to achieve their goals. Most importantly, focusing on outcome- based assessment has allowed MVSD to foster practices that help shape a student’s identity as an engaged, active learner focused on ongoing learning rather than individual failures or achievements. While we still have many steps ahead on of us on this journey, MVSD has been encouraged to see how our current procedure and practices align with the global competency work the province is in engaged in through the Framework for Learning and the Mamàhtawisiwin: The Wonder We Are Born With – An Indigenous Education Policy Frame- work. The work of aligning our practices reflects the cyclic nature of the guiding principles we are building on, as we are continually developing in knowing, as we acknowledge the interconnectedness of all we do, understanding that our learning is acquired through a range of learning opportunities both infor- mal and formal, doing by sharing our newly acquired skills and knowledge and the learner in reflection, dialogue, and decision-making. As is evident in the guiding principles, instruction and assessment go hand in hand to create a reciprocal process to learning for all students when the teacher emphasizes growth over time through a scaffolded approach. By embedding out- comes into all stages of the learning cycle, from curricular creation, to planning units and lessons, to formative and summative assessment practices, students are provided with meaningful ways to connect to their learning. Over time and through ongoing collaboration with teachers, MVSD has taken the curriculums from the prov- ince and created gradebook descriptors to ensure that all students in MVSD are given frequent and detailed feedback about their level of competency. The benefits to engaging in this pro- cess have been increased teacher collabo- ration and focus on curriculum, and an increased capacity of teachers to plan for students with diverse abilities. Addition- ally, by creating gradebooks that commu- nicate competence of the curriculum over completion of tasks, MVSD has created References: 1. Canadian Council on Learning, Aboriginal Learning Knowledge Centre. “First Nations Holis- tic Lifelong Learning Model.” https://firstnationspedagogy.com/ CCL_Learning_Model_FN.pdf. 2. Canadian Council on Learning, Aboriginal Learning Knowledge Centre. “Métis Holistic Lifelong Learning Model.” https://firstna- tionspedagogy.com/CCL_Learn- ing_Model_MET.pdf. 3. First Nations Pedagogy. “Inuit Holistic Learning Model.” https:// firstnationspedagogy.ca/CCL_Inuit_ Holistic_Learning_Model_EN.pdf. 18 MASS Journal Spring 2025 T he Red River Technical Vocational Area (RRTVA), as it’s known across the Pembina Valley and Red River Valley regions, is a unique consortium made up of five school divisions to ensure that students in South Central Manitoba can access high-quality vocational programming that one rural school division simply could not offer. The participating divisions include Red River Valley, Border Land, Western, Garden Valley and Division scolaire franco-manito- baine (DSFM). In 2023, the consortium celebrated its 50th birthday, and although “middle aged,” the RRTVA shows no sign of slowing down! The consortium strongly demonstrates how local public school divisions lead in a good way as participating schools provide a plethora of programming that includes automotive technology, baking and pas- try arts, carpentry, culinary arts, electrical technology, esthetics, hairstyling, heavy duty/diesel mechanics, piping trades, welding, and autobody. These programs are offered at various high schools in communities across the region such as Morden, Winkler, Altona, Morris and Dominion City. RRTVA students typi- cally spend one semester per year at the hosted site of the program and the other semester at their home school with most programs starting at Grade 10. The partnership is coordinated by the RRTVA Director who works out By Dan Ward, Garden Valley School Division, and Lane Curry, Red River Technical Vocational Area Supporting Thriving Communities Carpentry students gathered to learn. Photos courtesy of Lane Curry. In the fall and early winter months of 2024, the morning routine started early for Owen Funk. He got ready for school before the sun was up, grabbing his work gloves and warm clothing for the day ahead, much of it spent outdoors. For the Grade 11 student, pursuing a secondary education was a little bit more challenging than simply popping into the closest community high school. Owen lives south of Winkler in a small village within the Garden Valley School Division (GVSD) catchment but attended last semester in Altona within Border Land School Division where he learned some of the tools and the trade of carpentry. To do this, he took three different school buses down both rural routes and highways to arrive at his destination at W.C. Miller Collegiate! Owen remains a GVSD student who attended one semester in Altona through the Red River Technical Vocational Area (RRTVA) program this school year with plans to return in the fall. Currently, he is back at his home school, Northlands Parkway Collegiate, in GVSD. Manitoba Association of School Superintendents 19 part of the local business communi- ty. In April 2024, during Manitoba Education Week, many business leaders from across the region came together for a Partners in Educa- tion luncheon in Winkler, where RRTVA celebrated the many com- panies taking on young apprentices learning their trade in real world situations. Stories were shared about students who were about to drop out of high school that found a new reason to continue with their secondary education due to appren- ticeship and RRTVA. The program is truly a community effort. Owen’s practical advice for any aspiring RRTVA carpentry students? Wear warms clothes, get a good set of work gloves, and follow instruc- tions. As the days get longer, it gets just a little easier for students to endure the elements. The skills and work ethic gained by RRTVA students will build resilient young people that will contribute to thriv- ing local communities for years to come. n Dan Ward is the Superintendent of Garden Valley School Division. Lane Curry is the Director of the Red River Technical Vocational Area (RRTVA). Level 1 accreditation creates a direct link between what they are learning and their future careers. No matter the area a young person chooses, they will engage in a mix of dynamic program- ming while honing both technical and soft skills. Owen shares that although not every carpentry student ends up in the trade, the skills learned are transferable to other industries and the benefits are long last- ing. For instance, he sees himself years from now potentially saving thousands of dollars as a homeowner as he will be able to complete household renovations and projects on his own. He credits his instructor Kevin Janz for effectively and skilfully sharing his knowledge. “Mr. Janz is an extremely good carpenter, a nice guy, and really patient with us,” Owen shares. As a first-year carpen- try student, Owen and his classmates worked on smaller projects such as build- ing step stools and benches, as well as sheds for local businesses such as Co-op and McMunn and Yates. In the fall, he looks forward to the next set of courses in advanced carpentry, framing and mill- work and an opportunity to demonstrate acquired skills through working together with other RRTVA programs such as electrical to build a house. RRTVA is not only a vital pro- gram for students; it’s an important of an office in Altona, along with two High School Apprenticeship Program (HSAP) Teachers and an administra- tive assistant who keeps everything humming. The day-to-day operations can be challenging, such as figuring out how to get a student from St. Pierre- Jolys, or Vita, or Rosenort to Winkler and back. Managing students from five different school divisions with five dif- ferent school calendars presents some logistical challenges for sure, but things generally run like clockwork thanks to the transportation coordinators who work hard to make these opportuni- ties occur for all students, regardless of which division they are from. Effective governorship is provided by a group of school trustees with each participating division represented by two board members who gather three times a year. Not only do divisions need to determine what budgets they need to set, teachers are recruited, equipment upgraded, and facilities designed to address ever evolving needs of technol- ogy and vocational education. The success of RRTVA is appar- ent, not only by the fact that over 400 students are currently in the programs being offered throughout the partner divisions (with an additional 200 stu- dents in HSAP) but also demonstrated by the success of the students in their chosen areas of study and practice. For instance, in the 2024 Skills Manitoba competition at RRC Polytech in Win- nipeg that includes high school stu- dents, apprentices and post-secondary students from across the province dem- onstrating excellence and mastery of trades on a provincial stage, RRTVA students brought home four medals with gold and silver wins in esthetics, a gold in electrical installation and a silver in carpentry, as well as students qualifying to compete in baking. Gold medal winners were eligible to join Team Manitoba that competed in Skills Canada (the national version of the competition) in Québec City in May. RRTVA provides excellent voca- tional education and more. For some students, it offers a pathway toward graduation when other academic programs have not met their needs. For others, the cluster of courses and Northlands Parkway Collegiate culinary students. Next >