Knowledge of Effective School and Classroom Practices that Directly affect Student Learning

During my time as Department Head, this area of leadership has been one of my strongest.

I am able to analyze areas of need and develop resources to support these. Juggling my time between Belleville and Picton, I soon realized I needed to develop a system to maintain communication and records between the two sites. I developed a data base to do this using Filemaker Pro. As our school developed online learning, it was apparent some form of this could be used to maintain records and communication between all four Loyola sites. The idea was embraced, and a professional webpage designer was hired to adapt the database into an online database. Loyola students were not being offered the student rates on Belleville transit. I am very pleased to have been able to meet with City Council and the Belleville Transit Commission and through discussions enact an agreement which allows Loyola students to obtain student rates by using the student card which I developed.

I am a lifelong learner. I have completed several AQ courses over the past few years. These required candidates to complete independent inquiry projects. I chose to complete projects which were rich and relevant tasks to me because I was able to apply them to my position of leadership. A summer online inquiry regarding online learning has resulted in a school improvement plan collaborative inquiry. Three websites have been created as a result of AQs I have completed. A website created to showcase adult learning has been shared with colleagues provincially. A website designed to showcase the Ontario Catholic Graduate Expectations has been developed. A website reflecting my new understandings as a result of completed Religions Part 2 has been developed. You may view these websites by clicking on their tabs at the top of this webpage, or by using the links which follow this summary. Lifelong learning extends beyond the regular classroom. I do not hesitate to become involved in projects which enhance the programming and reputation of Loyola. I co-presented a seminar at CESBA in 2009, describing the success of Loyola’s 6 week credit day school model. My participation in the 2010 Grade 9/10 PLAR pilot and 2010 focus group allowed the experiences of the Loyola students to help shape and form decisions regarding this provincial initiative. Curriculum Services Canada contracted me in 2012 to develop a Grade 11 Workplace Mathematics Diagnostic. CESBA contracted me to write Grade 9/10 PLAR assessments 2013 and 2014. Since Sept 2014, I have worked as a provincial PLAR mentor.

The majority of Loyola students hope to earn a diploma for one of two reasons: to obtain more meaningful employment or to enroll into a program at College. Of the College bound students, many have been derailed because they are able to be successful in Workplace Level English programming, but not College Level English programming. My primary goal in attending College Dialogues 2013 was to learn more about College programs geared for students studying at the Workplace Level in High School. I created a summary and shared it with the staff of Loyola. I have attached a summary of my findings from this inquiry. This document was shared with the SAT at ALCDSB so that the resource could be shared with all Guidance teachers within the school board.

A sense of community is very important to Loyola students. I actively carry out the behind-the-scenes responsibilities which allow students to enjoy Thanksgiving, Christmas, Easter and Year End Celebrations. As well, I have been the lead organizer for the Graduation ceremonies 2009 - Present.

Adult Education Information Website

https://sites.google.com/view/adulteducationwebpage/work-spaces

A Catholic Graduate Profile Website

https://sites.google.com/view/cgewebsite2021/home

Religious Education Part 2 Website

https://sites.google.com/view/b-campbell-religious-ed-2/home