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NIAGARA CATHOLIC DISTRICT SCHOOL BOARD
The Catholic Education Centre
“The Mission of the Niagara Catholic District School Board, as a Catholic Community of learner, is to ensure that all students develop the knowledge, skills and values to reach their full potential, with Christ as the Way, the Truth and the Light.”
Niagara Catholic District School Board
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An effective communication strategy is the most positive point which attracted my attention while visiting Niagara Catholic District School Board (NCDSB). I realized that the atmosphere was similar to one big family; each member takes care of others. I arrived at this strong conviction based on several significant signs during the visit. The first significant sign was that NCDSB believes in creating a strong connection between the teachers and the principals. For example, if the teachers do not possess certain suitable skills in teaching methods, they can require assistance from the principal in order to strengthen specific skills. All the members are working collaboratively to achieve the best educational goal for the students. In contrast to my work experience as a teacher, the teachers could not reveal their weakness points to the principals or to their colleagues because their weaknesses might prevent them from achieving promotions or might affect their evaluation. In reality, most schools expect that teachers must obtain numerous high level skills. Hoy and Miskel (2008) indicated that the Instructional leader is the one who encourages improving teaching and learning methods through reforming and enhancing the curriculums content, teaching strategies, evaluation methods to achieve the desired goals. As shown, the administrative staff explained how principals allow teachers to express themselves and how they provide them chances to develop their skills thorough offering professional assessments during the year. They believe that the effective teacher is the one who eager to improve and learn. Therefore, NCDSB builds a comfortable climate for the teachers to encourage a focus on students’ needs, not only on evaluation.
The second significant sign was that NCDSB provides teachers opportunity to create their individual teaching approach to implement and support the Ministry of Ontario curriculum. Therefore, teachers can implement their instructional strategies based on their experiences to meet individual student’s needs. This situation reflects an effective communication between the students, the teachers and the principals. Sadovnik, Cookson, and Semel, (2006) pointed out that teachers come to school to teach curriculum mandated by the government. Curriculum is “an objective and organized body of knowledge to be transmitted to students” (p. 256). I believe that most curriculum hold politics and society’s values must be transferred to the students which are considered part of the society. In Some countries, curriculum is used as a tool to implementing certain ideas, beliefs, and values. For example, In Ontario Catholic Education System includes in the mission statement catholic “beliefs, Gospel Values and Graduate Expectations” (Niagara Catholic District School Board, 2001). In addition, Sadovnik et al. outlined the main factors which affect the curriculum content. These factors are the government, executive administrative school, professional association, and private interests; for example, Foundations & Business Corporations. Hence, does this curriculum focus on the students’ needs and interests? This is considered a controversial question. Sadovnik et al. indicated that the developmentalist curriculum includes the child’s needs more that the society’s needs. In fact, providing the teachers valuable opportunities to supplement the curriculums is the first step to allow teachers to be an active part in the education system. As well, NCDSB arranges regularly meetings with teachers to integrate their ideas with instructional and assessment strategies to cover the students’ interests.
In summary, each member of the community (staff, parents, and students) must share in planning successful strategies to reach this vision. The effective leader is one who builds a solid and open communication between administration which encourages teachers to enhance their skills and to give them chances to be effective component of the school system.
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