< Previous30 MASS Journal Spring 2025 The Senior Administration Team has been so delighted to learn how all school teams act on student feedback and learning evidence to create new, fresh approaches for teaching and learn- ing. In addition to supporting increased belonging for students, we aspire to grow our culture of solution-focused inquiry through evidence-informed processes. As a result of the increased focus on collaborative inquiry, we are noting that school teams are using multiple sources of evidence to uncover barriers that exist for students, and plan to address these in impactful ways. We have noted evidence of impact that includes increased participation rates in school-planned activities, improved student attendance, and positive results from students about their improved sense of belonging in schools and class- rooms. It is clear to see that each school team who received a mini grant started with curiosity and a deep listening stance to prompt the creative pos- sibilities. This experience has been an inspiration to reframe and approach our challenges with an open mind and the opening statement, “How might we…?” Our Senior Administrative Team expresses our deep gratitude to our school teams for their creativity, pas- sion, and innovation to support our students to flourish. n Jenness Moffatt is the Superin- tendent/CEO of St. James Assiniboia School Division. Continued from page 29 How might we support schools to develop a deep knowledge of students and cultivate a strong sense of belonging for all? Please support our advertisers! They make this publication possible.Manitoba Association of School Superintendents 3132 MASS Journal Spring 2025 I n today’s educational environ- ment, ensuring that students develop strong numeracy skills is a top priority for Lakeshore School Division. Central to this effort is the Numeracy Achievement Program (NAP), which is designed to improve mathematical skills among our students. Lakeshore has been involved in NAP since its inception eight years ago. At its heart, “NAP provides a core structure to build and improve teacher capacity in mathematics through a deeper understanding of curriculum, instruction, and assessment, with the goal of improv- ing student achievement in relation to outcomes. The Numeracy Achievement Program focuses on strengthening math- ematics instruction through using spe- cific student data which informs teachers about how best to differentiate their teaching and to personalize their own professional learning.” (mRLC, NAP 2.0 Project Overview) Lakeshore School Division has developed a robust framework of initia- tives aimed at equipping teachers with the tools, strategies, and support neces- sary to enhance their instruction. This article outlines the division’s strategic plan, focusing on data-driven decision- making, targeted interventions, profes- sional development, and active leader- ship engagement. Data-driven decision making: Evaluating numeracy progress A key component of Lakeshore School Division’s approach to improv- ing numeracy levels is the annual meet- ing with our school leadership teams to review and analyze student numeracy data. This meeting focuses on exploring By Darlene Willetts, Lakeshore School Division Enhancing Numeracy in Lakeshore School Division: A Comprehensive Plan for Student Success ABOVE: A group of Grade 2 students working with their teacher in a small group, focusing on a skill they need support in. Photos courtesy of Darlene Willetts. RIGHT: Students in Grade 5 and 6 practicing a math skill by playing a game.Manitoba Association of School Superintendents 33 ongoing initiative is aimed at refreshing educators’ knowledge of the critical con- cepts outlined in the NAP. During these professional develop- ment sessions, educators explore effec- tive teaching practices, delve into recent research, and collaborate on strategies to enhance students’ mathematical under- standing. By investing in continuous learning, we ensure that our teachers are prepared to deliver instruction that meets the evolving needs of students and pro- motes engagement in mathematics. Documented improvement in student numeracy skills Our commitment to advancing numeracy skills has yielded notable During these sessions, educators ana- lyze the results of the formative quizzes, identify specific student strengths and challenges, and collaboratively develop targeted strategies to boost success. By providing real-time support and resourc- es, the division ensures that teachers are well-equipped to address diverse learning challenges, ultimately fostering improvement in student outcomes. Professional development: Strengthening instructional practices To maintain high-quality mathemati- cal instruction, Lakeshore School Divi- sion has implemented a structured pro- fessional development plan that engages math grade groups every three years. This and analyzing individual students’ successes and needs. Quizzes taken throughout the year offer a snapshot of their growth and can suggest resources necessary for each classroom. By gathering and analyzing this data, school leaders can draw meaning- ful insights into student performance, enabling them to identify areas that require attention and improvement. The division emphasizes the impor- tance of data-informed decision-making, empowering principals to enact necessary instructional changes and track student progress effectively over time. Targeted teacher support through intervention planning Another significant aspect of our strategic plan is the initiative for our lead teacher and superintendent to meet with kindergarten to Grade 9 math teachers after the second for- mative quiz. This critical meeting is designed to assist teachers in planning an effective response tailored to support students during the final four months of the school year. The comprehensive plan developed by the Lakeshore School Division to enhance numeracy is designed to create an environment where students can thrive in their mathematical learning. Continued on page 3434 MASS Journal Spring 2025 of our numeracy initiatives. By stay- ing closely connected to the process, I ensure that I can communicate the goals and principles of the NAP effec- tively with staff. I prioritize my participation in pro- fessional development sessions for both new and experienced teachers, dem- onstrating a commitment to ongoing learning and serving as a resource for instructional implementation. Addi- tionally, I actively engage in classroom activities, assist with quiz administra- tion and evaluating the effectiveness of new resources firsthand. This leader- ship approach not only strengthens the implementation of numeracy strategies but also fosters a culture of account- ability and commitment within the division. A roadmap for numeracy improvement in Lakeshore School Division The comprehensive plan developed by the Lakeshore School Division to enhance numeracy is designed to cre- ate an environment where students can thrive in their mathematical learning. By prioritizing data analysis, support- ing targeted interventions, and invest- ing in professional development, we can address the diverse needs of our students effectively. The commitment to strong leader- ship involvement ensures that our ini- tiatives are aligned with the division’s educational goals, ultimately leading to sustained improvements in numeracy levels. As we move forward, we are dedicated to providing meaningful support and resources that empower both teachers and students, paving the way for success in mathematics and beyond. n Darlene Willetts is a dedicated educator with over 25 years of service in the Lakeshore School Division. Having spent the majority of her career teaching Grades 7 and 8, she has also imparted her expertise in mathematics across Grades 5 through 12. For the past six years, Darlene has served as a Superintendent in Lake- shore, focusing on enhancing literacy and numeracy within the division. a substantial enhancement in students’ preparedness. Additionally, our Grade 9 students have also shown remark- able growth; the percentage of students achieving 60 per cent or higher rose from 21 per cent in 2016 to 42 per cent in 2024. These improvements are a testament to the effectiveness of our strategies and interventions in fostering student success in mathematics. Active leadership involvement I believe that as Superintendent, I should play a vital role in the success improvements among students in our division. Each June, all Grade 4 to 9 students take a baseline math assess- ment to evaluate their understanding of the outcomes in their grade-level math curriculum. To be deemed adequately prepared for the next grade level, stu- dents must achieve a score of 60 per cent or higher on this assessment. In 2016, only 22 per cent of our Grade 6 students met this benchmark. How- ever, by 2024, that figure increased sig- nificantly to 56 per cent, highlighting Continued from page 33Manitoba Association of School Superintendents 3536 MASS Journal Spring 2025 Showcase your products, services, and expertise to leaders in education who work across the province! Every issue is emailed directly to members of MASS, who are senior school administrators, including superintendents, assistant superintendents, and directors in Manitoba’s public school system. These members distribute the digital magazine internally to their administration teams, who are asked to share with their staff, parent councils, and other interested partners. Printed copies are shared with MASS members at various MASS events and are mailed direct to MASS Board Members and Table Officers, as well as to CASSA Board Members. Email sales@matrixgroupinc.net or call (866) 999-1299 to receive a Media Kit. There are options that fit all budgets and marketing campaigns! Advertise in the MASS JournalManitoba Association of School Superintendents 3738 MASS Journal Spring 2025 E ducational leadership has long been entrenched in hierarchical colonial structures that emphasize authority, dominance, and control over nature and systems. In Winnipeg School Division (WSD), we are rethinking what it means to lead in a good way – one that centres relation- ships, shared leadership, and equity. In her book, Re-Storying Education, Carolyn Roberts challenges us to embrace a more relational, inclusive, and human-centered approach. Roberts references four guiding questions from Daniel Heath Justice’s book Why Indig- enous Literatures Matter: How do we learn to be human? How do we behave as good relatives? How do we become Submitted by the Winnipeg School Division Superintendents Team Re-Storying Educational Leadership Kookum Marsha leading a group of students. A community advisory meeting. Photos courtesy of Jillian Recksiedler. Leading in a Good Way: Manitoba Association of School Superintendents 39 teachers, and staff. Leading in a good way means recognizing lived experi- ences and shifting away from deper- sonalized bureaucratic systems toward relational, empathetic, and student- centered leadership. In our schools, a key part of learn- ing to be human is honouring people’s stories. Leadership that fosters trust, mutual respect, and a deeper under- standing of diverse realities. Centering people’s experiences affirms humanity and promotes belonging. When our ‘Human Resources’ team began reconceptualizing a department’s identity as ‘Staff Support and Rela- tions,’ we leaned into a human-centred approach. True inclusion, equity, diver- sity, and reconciliation goes beyond policies – it requires building trust so that every employee feels seen, valued, and heard. It requires us to interrogate staffing practices in multiple ways: How do we engage, invite, welcome, and sup- port talented and passionate individuals who reflects the community? How do reimagine leadership development to make way for Indigenous leadership of our schools and systems? How do we behave as good relatives? Picture this: learners from Senior Years schools converge in a shared space to provide important feedback to the school division on the proposed budget. Small groups are leaning into conversation about what matters most to them. Ideas emerge like the desire for more programming options, more responsive teaching, access to real- world learning beyond the school. Learners are giving feedback that we require to do better by them. This is a moment from a student advisory council where the principle of “nothing about us without us” is embodied. Being a good relative means fostering a culture of interconnected- ness, mutual care, and shared lead- ership. Authentic shared leadership decentralizes decision-making and cre- ates spaces where all voices matter. In community advisory meetings, families, community members, and not merely a framework, that we endeavour to cultivate powerful leader- ship in public education. How do we learn to be human? Imagine this: you are a principal, and you’ve had a day. You’re exhausted, but you are thinking deeply about how to support a family. You call your liaison superintendent. A trusted partner who is a sounding board. A critical friend. A second pair of eyes. WSD’s Families of Schools structure is focused on providing this human support and mentorship. Educational leadership must foster the full humanity of all members of the school community: students, families, good ancestors? How do we learn to live together? These questions help shape a leadership approach that dismantles structures that have underserved marginalized groups, specifically Indigenous Peoples. WSD recently approved its five-year strategic plan that contemplates the overarching guiding question: What are the most powerful actions we can take to ignite and cultivate paths to the good life, Mino Pimatisiwin, for all learners, particularly those most underserved? It is through this shared lens and understanding of our collective work, Leading in a good way requires a radical re-imagining of power, responsibility, and relationships in education. It’s a shared journey toward a more humane and equitable future. Continued on page 41 Matt Henderson and students. Next >