0 Preliminary Draft of Strategic Directions for Review with Parents and Guardians HSC Strategic Plan: Towards 20/20

1 Draft Mission : Learn with Joy. Live with Purpose. We see our core mission as developing joyful engaged students who are prepared to live with purpose. We know that the best learning happens when students are happy to come to school, encouraged and given opportunities to follow their passions, and can participate in deep learning experiences that truly challenge them. Joyful engaged students develop strong relationships with their peers and with the many caring adults who spark and support their learning both inside the classroom and beyond. Through their learning at HSC they are prepared to live with purpose – to understand and to make a difference in the world in their own unique, important and special ways.

2 Draft Mission: Learn with Joy. Live with Purpose. We Learn: At HSC we learn: with an understanding of ourselves as a learner. with each other, and from each other. with a balance between challenge and support. with an expectation, and the encouragement needed, to lead. with excellence honoured and demonstrated with creativity and an entrepreneurial spirit. to cultivate critical thinking skills. by being resilient. with an awareness of, and engagement in, current global, cultural, economic, social and environmental issues. We Live: We live by these important ideals: Integrity Respect Community Determination Individuality Guiding Educational Principles Draft Ideals (developed by our students)

4 Draft Strategic Objectives Joyful and Engaged Students Personalized Authentic Learning Global & Local Connectedness Entrepreneurial Spirit Resilience & Wellness Collaborative & Innovative Faculty and Staff Strong HSC Community Connections & Engagement Strong HSC Community Connections & Engagement All supported by… Strategic Partnerships and Collaboration Financial Sustainability & Accessibility

5 A. Personalized Authentic Learning Desired Outcomes for 2020 Every student will have a greater understanding of their individual learning styles Each graduating student will have a unique/differentiating learning experience (beyond the requirements of the Ontario Secondary School Diploma) There will be more personalized learning possibilities including more self-paced learning and more reach ahead learning (e.g. middle school to high school and potentially university credits) Learning will be more authentic including more problem-based learning (e.g. produce a “product”/project) and more external experiential learning experiences (e.g. internships, co-op)

6 A. Personalized Authentic Learning Preliminary Strategies Review our approach to the delivery of learning to enable more flexibility and customization (e.g. timetabling, scheduling) Develop alternative pathways for high school students including 4 year and 5 year options (e.g. a Post Grad year) Develop and implement a progressive approach to assessing student learning and student engagement Explore the concept of a “big idea” strategy – that enables each student to develop and experience a culminating activity Enhance partnerships with local organizations to support innovation and new learning opportunities (see F.) Develop an alumni/parent mentorship program

7 B. Global & Local Connectedness Desired Outcomes Students will have opportunities for unique local and global external learning experiences throughout their time at HSC - local and global connections will occur at every grade (age appropriate) Students will have an opportunity to do an international exchange or service learning experience Students will have an increased awareness of the cultures of the world The diversity of our school population will be embraced and celebrated

8 B. Global & Local Connectedness Strategies Develop an intentional whole-school strategy to enhance international and local connections Develop an international network of schools and explore potential international satellite school partnerships for student and faculty exchanges Develop deeper international service learning relationships Diversify our international student program Develop a strategy to celebrate and engage the diverse cultures of the school Develop strategies to enhance the languages program

9 C. Entrepreneurial Spirit Desired Outcomes Age-appropriate opportunities to enhance their entrepreneurial mindset which involves inspiration, creativity, direct action, courage and fortitude Different forms of entrepreneurship (social, intra, environmental etc…) and creativity will be understood and celebrated To foster a culture of ideation which comprises all stages of a thought cycle, from innovation, to development, to actualization

10 C. Entrepreneurial Spirit Strategies Define key elements of entrepreneurial spirit and ways to measure it Foster entrepreneurial spirit and creativity in curricular and co-curricular activities, e.g. robotics, global/social/environmental action, civic action Align with local post-secondary organizations on their growing entrepreneurial studies programs

11 D. Resilience and Wellness Desired Outcomes Our community (students, parents and staff) will better understand how to develop resilience, and the benefits of experiencing non-catastrophic failure Students will have the life skills to succeed beyond HSC (e.g. to know what is enough, to achieve better balance, the importance of honouring their commitments) We will have a comprehensive integrated approach to wellness and the HSC experience will consistently support wellness

12 D. Resilience and Wellness Strategies Develop a parent education and support strategy Implement our executive functioning strategy, (e.g. time management) Improve our support mechanisms so that more adults know our students on a deeper level (including tutorial and home room systems) Develop and implement a comprehensive integrated wellness program

13 F. Strategic Partnerships and Collaboration Desired Outcomes Partnerships with post-secondary schools and partners within McMaster Innovation Park Individual partnerships to support internships/experience International relationships (see Section B) Facility-based partnerships Enhanced community profile

14 F. Strategic Partnerships and Collaboration Strategies Develop a partnership policy (which clarifies which partners, why, to what end, mutual benefits etc.) Pursue strategic partnerships which support the College’s objectives (e.g. authentic learning, entrepreneurial spirit, resilience) Develop deeper strategic connections to facility-based community partners whose missions align with HSC (e.g. selected sports organizations)

15 G. Innovative & Collaborative Faculty and Staff Desired Outcomes Staff have the knowledge and skillsets needed to implement new approaches (e.g. understanding of entrepreneurial mindset development, innovative technology applications) Greater collaboration within and across schools, between faculty and staff Staff supported in innovation and risk-taking Growing recognition nationally and internationally of faculty and staff expertise

16 G. Innovative & Collaborative Faculty and Staff Strategies Develop a renewed Professional Development strategy to support new strategic directions Explore strategies to support enhanced collaboration and teamwork Explore opportunities for enhanced professional growth and innovation (e.g. endowed chair, faculty exchanges) Encourage staff participation in external opportunities that advance and showcase HSC excellence and innovation Encourage and support staff wellness

17 H. Financial Sustainability and Accessibility Desired Outcomes Increased alternative revenue Significant increase in endowment More financial aid and merit-based scholarships Continued fiscal prudence and long term approach to fiscal planning and management

18 H. Financial Sustainability and Accessibility Strategies Renew our strategic financial plan and develop financial planning guidelines Develop an alternative revenue strategy Develop an endowment strategy Re-focus our fundraising on endowment and annual giving Renew our long term facility master plan Conduct benchmarking reviews

19 Joyful and Engaged Learner. The joyful learning process requires and builds on noncognitive skills as well as academic knowledge. Skills such as resilience, persistence, determination, and willingness to problem solve lay the foundation for joy in learning. Basically, when students are engaged learners, joy emanates from success in the learning process (Rantala & Maatta, 2012; Tough, 2012)

20 Feedback From your perspective, are we generally on the right track? Are there areas that need more clarification? Is anything important missing? Please give consideration and to