Putting Students at the Center:

School District Reorganization

Education and Early Childhood Development

Technical Briefing

May 3, 2012

Government RenewalDecember 2010• Began a renewal process with a mission to think differently and

strategically about the Education system• Began an extensive consultation process with stakeholders and

partners

January 2012• Announced plans to reorganize districts from 14 to 7 (4

Anglophone and 3 Francophone) • Proposed district boundaries posted on-line for 30-day consultation

February 2012• Announced the new boundaries based on input and over 500

online submissions from stakeholders, partners and the public

Vision for Renewal• Not just about savings, it is about thinking differently

and doing better with what we have• Student learning and child development at the center of

efforts within quality, inclusive learning environments from early childhood to graduation

• On-going collaboration, communication and integration with partners and stakeholders

• Sustainable, efficient, effective, accountable and continuous improvement of programs and services

• Respect and promote linguistic duality and dual mission • Innovate and apply unconventional thinking to current

challenges

Transition Team and Consultation

• Transition Team and Minister’s Advisory Committee established per sector (Francophone; Anglophone)

• Made of experts at the school, district and department level

• Consulted extensively with DECs and other partners within each linguistic community

• Developed a district model that reflects input received from each linguistic community

Objective of New Organizational Model

Increase, and close the gap on, student achievement by:

• Creating a culture shift that fosters shared leadership, collective capacity and collaboration between and within all levels – in the classroom, the school, the district and the Department – and empowers all these levels to actively participate and be accountable for decision making.

New Model

Key Features of Model• Enhanced support to schools• Enhanced synergy among schools• Empowerment of principals• Educational leadership and capacity building• Improved support for inclusion• More effective and efficient use of administrative

functions• Realignment of the role of the Department• Culture of accountability

Organizational Model: Anglophone School Districts

School Cluster

Education Support Centre*

Office of the Superintendent*

School cluster4-12 schools

School cluster4-12 schools

School cluster4-12 schools

2-3 per district

*to be housed in schools where possible

Staffing

Staffing Adjustments*

Group TotalTypes of positions to be downsized or no longer part of district structure

CUPE 2745 18.70District Administrative Support (e.g. receptionists, clerks, accounting clerks and payroll supervisors)

Non-Bargaining 30.00Executive assistants, managers (transportation, facilities, budget, IT), HR/Finance directors, learning specialists, superintendents

NBTF 16.50**Leads, mentors and other educational staff (employees may be returning to positions in the schools)

TOTAL 65.20

*includes both sectors**applies only to Anglophone sector

Staffing Adjustments

Additional opportunities for Part II employees: – Placement in vacant positions in other areas of

Government including Part I, III, and IV– Returning to the schools – Potential retirements– Eligible for the redeployment program

Staffing Process for Reorganized Districts

• Cascading Approach

• Consistent Process

• Non-Bargaining Positions

• Unionized positions

• Timeframe

Benefits of New Model

How will the system be better?

• We have designed a system where educators can focus on the needs of our students

• We have positioned our educational supports to be closer to our students

• We have built a foundation to better align resources on closing the student achievement gap

• We have created a system with clear accountabilities and more consistency

Organizational Model: Anglophone School Districts

School Cluster

Education Support Centre*

Office of the Superintendent*

School cluster4-12 schools

School cluster4-12 schools

School cluster4-12 schools

2-3 per district

*to be housed in schools where possible

Le centre d’appui à l’apprentissageLe centre d’appui à l’apprentissage

Raison d’être: Répondre aux besoins particuliers des écoles en permettant plus facilement l’accès aux ressources humaines spécialisées.

On y retrouvera entre autres des ressources en:

•Pédagogie

•Construction identitaire

•Partenariats école-famille-communauté

•Services de soutien à l’apprentissage

•Appui administratif (pour les directions d’école)

Centre d’appui à

l’apprentissage

Les communautés d’école

Raison d’être: •optimiser l’intégration des services;•briser l’isolement des écoles; •consolider l’esprit de collaboration;•partager les connaissances et les meilleures pratiques;•renforcer la capacité collective.Composition:•Un regroupement approximatif de 6 à 12 écoles par communauté (ex.: écoles nourricières avec école secondaire).Précision:Dans chaque communauté d’écoles, on retrouvera un centre d’appui à l’apprentissage.

Next steps

Next Steps• Minister will appoint the new superintendents to oversee

staffing and operations in the new districts for the new school year.

• Focus will be on supporting staff

• Transition support ongoing over next several months

• Regular business in current school districts until the end of the school year (June 30)

• New school districts and newly elected DECs in place July 1

Putting Students at the Center:

School District Reorganization

Education and Early Childhood Development

Technical Briefing

May 3, 2012

Putting Students at the Center:

School District Reorganization

Education and Early Childhood Development

Minister Jody Carr

May 3, 2012

Organizational Model: Anglophone School Districts

School Cluster

Education Support Centre*

Office of the Superintendent*

School cluster4-12 schools

School cluster4-12 schools

School cluster4-12 schools

2-3 per district

*to be housed in schools where possible

Key Features of Model• Enhanced support to schools• Enhanced synergy among schools• Empowerment of principals• Educational leadership and capacity building• Improved support for inclusion• More effective and efficient use of administrative

functions• Realignment of the role of the Department• Culture of accountability

District OfficesSchool District Location of

Office of the Superintendent

Location of Education Support Centre

Anglophone South Saint John St. Stephen, Saint John, Hampton

Anglophone East Moncton Riverview and Sackville

Anglophone West Fredericton Woodstock, Fredericton, Oromocto

Anglophone North Miramichi Bathurst-Dalhousie, Miramichi