ACCESS PANEL DISCUSSION NOW: The Power of Student Agency: The Impact of Voice and Choice in Learning

Student Voice Unpacked: Defining, Understanding, and Amplifying Its Impact

Join us for an insightful panel discussion, Student Voice Unpacked: Defining, Understanding, and Amplifying Its Impact, where education leaders come together to explore what it truly means to elevate student voice and support student agency in today’s schools.

We’ll go beyond the buzzwords and ask the hard questions:

How do we ensure student voice isn’t just about listening—but about acting?
What does it take to embed student voice in school culture in a way that includes all students, not just the most outspoken?

What You’ll Get Out of the Discussion:

A clear, actionable definition of student voice and how it drives agency and engagement 
Real-world examples of how schools have used student feedback to inform meaningful change 
Insights into balancing qualitative student reflections with quantitative data
Fresh ideas for supporting and amplifying student voice 

This discussion is for school and district leaders looking to transform student voice into student action—where students aren’t just learning but leading. Walk away with actionable insights on how OurSCHOOL helps create a culture where students are engaged, empowered, and in control of their future. 

If you have any questions, please reach out to us directly.

Date: May 12, 2025

Time: 1:00 PM EST 

Host: Lorna Cameron, Strategic Client Success Operations Specialist, The Learning Bar 

Panel guests:
Jacqueline Hagel, Consultant
Sarah Blackwater Director of Learning
Noel Burke, Innovator, Teacher, Consultant, & Coach
Vanessa Gold, Doctoral Student

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How School Districts Are Driving Real Change

Transforming Literacy Outcomes: How School Districts Are Driving Real Change

What does it take to build a sustainable framework for long-term literacy success? In this session, leaders from Athabasca Denesuline Education Authority and Frontier School Division will share how they’ve tackled the unique challenges of their districts and made significant progress in improving literacy outcomes. Discover the innovative strategies they’ve implemented to build sustainable leadership and instructional capacity, empower educators, and drive measurable gains in student achievement. 

We’ll also delve into the barriers these districts have overcome—such as addressing instructional inconsistencies, developing leaders and creating system-wide alignment—and the steps they’re taking to ensure long-term success. Leave with actionable insights to help your district overcome challenges and create a cohesive, sustainable literacy strategy that ensures every student thrives.

Date: April 29 2025

Time: 13:30 EST

Title: Transforming Literacy Outcomes: How School Districts Are Driving Real Change

Moderator: Karen Power, Leadership Development Consultant

Panelists: Brenda Gabriel, Superintendent of Schools, Athabasca Denesuline Education Authority, SK; and Tyson MacGillivray, Chief Superintendent, Frontier School Division, MB

Moderator:
Karen Power, Leadership Development Consultant, The Learning Bar

Karen is a consultant and former teacher, principal, superintendent, and senior advisor for professional learning and leadership. She has won multiple awards and authored books related to her work which focuses on leadership coaching in schools and districts, building collaborative practices through professional learning community (PLC) implementation, district strategic planning, and developing effective instruction, assessment and evidence-based decisions for long-term sustainability.

Karen is now working as a consultant with The Learning Bar to support leadership development within schools and districts. 

Panelists:
Brenda Gabriel, Superintendent of Schools, Athabasca Denesuline Education Authority, SK

Throughout Brenda’s 30-year career in education she has held several Educational Leadership roles. She has worked as a school-based administrator in elementary, middle and secondary levels and been responsible for curriculum, assessment, innovative program initiatives, technology, and professional development.  During this time she also worked with the Saskatchewan Professional Development Unit providing Leadership Training for school-based administrators in both Saskatchewan and Manitoba. In 2016, she began her work with First Nations Schools in northern Saskatchewan as a Literacy Consultant.  Since starting her current position with the Athabasca Denesuline Education Authority in 2020, she continues to work passionately to support opportunities for learning for all staff to ensure all A.D.E.A. students will be successful and have the skills they require to follow the paths they choose.

Tyson MacGillivray, Chief Superintendent, Frontier School Division, MB

Tyson MacGillivray is a seasoned educational leader with a deep commitment to advancing student achievement and well-being across diverse learning environments. He has held teaching and administrative responsibilities for the Shamattawa Education Authority and within Frontier School Division. In August 2024 Tyson started as Chief Superintendent within the division, after serving as the Area 3 Superintendent since 2018. Tyson brings extensive experience in educational administration, curriculum development, and indigenous education.

He has played a pivotal role in implementing programs that support literacy, numeracy, and student engagement, with a particular focus on bridging educational gaps in remote and Indigenous communities. His leadership is marked by a collaborative approach, working closely with educators, students, and community members to create supportive and effective learning environments.

Register now for other webinars in our Literacy Webinar Series.

If you have any questions, please email us directly.

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Engaging the imagination of students

Engaging the imagination of students: An introduction to flow

It can be challenging to know whether students meaningfully retain what is being taught. Some students automatically connect with certain concepts, while others may forget the material before the next lesson. This is a symptom of a bigger problem — engagement. Back in 1990, the psychologist Mihaly Csikszentmihalyi[1] published a book on flow, a helpful concept for increasing engagement and student learning. While not a new theory, flow remains underutilized in many classrooms.

What is flow?

According to Csikszentmihalyi, flow is a psychological state people experience when an activity is engaging and appropriately challenging according to one’s skill level. When students are in flow, they are deeply absorbed in an intrinsically motivating and interesting activity. Understanding the concept of flow is important as it provides insight into student engagement and can be a prerequisite to deeper learning. There are four basic combinations of skills and challenges students face in various learning experiences as shown below.

Flow is not just an abstract concept. In fact, it is one of more than 80 measures found in the OurSCHOOL student survey. Schools can get an accurate picture of whether students are engaged and challenged at school and can benchmark their results against national norms, as you can see in the image below.

How can we get students in flow?

Low skills and low challenge: Provide supports and increase the level of challenge appropriately as opposed to simply reducing the complexity of a task or reducing the skill level.
Low skills and high challenge: Provide support and align the challenge to students needs and strengths. Provide planned and intentional scaffolding built around concepts that are essential to master the material being taught.
High skills and low challenge: Introduce more challenges. There are a number of ways to engage learners who are excelling, for example, by increasing the difficulty of tasks and problems or asking broader, more open-ended questions that allow for multiple interpretations. Encourage students to reflect on and take ownership of their learning.

Knowing your students

Teachers need to be “students of their students”, as educators Hillary Dack and Carol Ann Tomlinson put it[2]. The knowledge we have of our students should directly influence our lessons in order to engage students imaginations and bring them into a state of flow and deeper learning. In the words of education researcher and The Learning Bar founder, Dr. J. D. Willms, teachers should aim to design “flexible, adaptive learning environments that can be manipulated according to the emerging needs of learners and the learning situation[3].” That environment is reliant on knowing the students in our classrooms.

Educators can help students find flow and enhance a positive learning environment by:

Building positive student-teacher relationships
Setting high expectations for success
Communicating clear expectations for behaviour
Setting appropriate instructional challenges and goals
Ensuring that material is relevant to everyday life
Ensuring that students value schooling outcomes.

By helping students get into a state of flow by creating an engaging environment, schools can have a larger and more positive impact on students’ lives.

Footnotes

[1] Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.

[2] Dack, H., Tomlinson, C. (2015) Inviting all students to learn. Educational Leadership. Volume 72, Issue 6. P. 10-15

[3] Willms, J. D., & Friesen, S. (2012). Report Number Two: The Relationship Between Instructional Challenge and Student Engagement. What Did You Do In School Today? Research Series. EdCan Network.

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The OurSCHOOL survey: Delivering reliable insights without the hidden costs

ACCESS WEBINAR NOW: The OurSCHOOL Survey: Delivering Reliable Insights Without the Hidden Costs

Collecting student and stakeholder feedback is essential for shaping positive school climates and improving student outcomes. But how confident are you in the data you’re using? Are you spending more time managing surveys than actually using the insights to drive change?

Access the webinar to learn:

  • How a validated survey framework provides accurate, research-backed data you can trust.
  • How districts are reducing staff workload by using a comprehensive, end-to-end survey solution instead of designing, administering, and analyzing surveys in-house.
  • Why benchmark comparisons at the national and provincial level matter in understanding your data in context.
  • Real-world examples of how schools are identifying opportunities, tracking trends, and driving meaningful change using high-quality student insights.
    Speaker bio:
    Our Team - Melissa Morgan
    Melissa Morgan, Client Experience Manager, The Learning Bar 

    Melissa is a client success and education data expert at The Learning Bar, specializing in survey implementation, data analysis, and school improvement strategies. With a deep understanding of survey implementation, data analysis, and school improvement strategies, she works closely with educators to ensure they can effectively use student insights to create positive school climates. Passionate about helping districts turn data into action, Melissa brings practical expertise and real-world examples to every conversation—empowering schools to make informed decisions that drive meaningful change. 

    If you have any questions, please email us directly.

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    ACCESS WEBINAR NOW: Building Leadership Capacity: Leveraging Data to Drive Literacy Improvements

    Building Leadership Capacity: Leveraging Data to Drive Literacy Improvements

    How well do you as an administrator understand the impact of early literacy on long-term student success? Do you feel equipped with the right tools to lead data-driven conversations and align their teams on using and monitoring data to improve classroom instruction?

    Access this webinar to explore how district and principal leadership creates the alignment, accountability, and collaboration needed to drive impactful literacy changes. Explore the critical role that leaders have in using evidence and data to inform decisions, guide strategies, and measure progress.

    Speaker Biography:
    Karen Power, Leadership Development Consultant, The Learning Bar

    Karen is a consultant and former teacher, principal, superintendent, and senior advisor for professional learning and leadership. She has won multiple awards and authored books related to her work which focuses on leadership coaching in schools and districts, building collaborative practices through professional learning community (PLC) implementation, district strategic planning, and developing effective instruction, assessment and evidence-based decisions for long-term sustainability.

    Karen is now working as a consultant with The Learning Bar to support leadership development within schools and districts. 

    Register now for other webinars in our Literacy Webinar Series.

    If you have any questions, please email us directly.

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    ACCESS THIS COMMUNITY OF PRACTICE: Targeted Teaching: Leveraging Data for Differentiated Instruction

    Targeted Teaching: Leveraging Data for Differentiated Instruction

    Meeting the diverse needs of students requires a thoughtful and dynamic approach to teaching. Check out this session, as leaders from Athatbasca Denesuline Education Authority, SK, Portage la Prairie School Division, MB and STAR Catholic School Division, AB as they discussed the skills and strategies to use data effectively, ensuring every student’s unique needs are met.

    Unlock the Power of Data for Differentiated Instruction!
    Learn how to analyze and apply data to drive targeted instructional strategies.
    Explore methods to tailor learning experiences that address individual strengths and challenges.
    Discover ways to create inclusive and supportive learning environments.

    Whether you’re new to differentiated instruction or looking to refine your approach, this session will equip you with actionable insights and tools to enhance student engagement and success.

    Speaker Biographies:
    Chris Piro, Director of Student Services, STAR Catholic School Division, AB

    Chris has been with the Catholic School system in Leduc for over thirty-five years and has had the opportunity to work with a wide range of students with various strengths and challenges. Her teaching experience ranges from Kindergarten to Grade 6, with the majority of her career focusing on inclusive education and adapting or modifying curriculum to meet student needs. Chris had the opportunity to be a Vice-Principal of a K-6 school where her learning and understanding of our education system continued to evolve. Her current role as Director of Student Services has provided additional experiences and insights into high school students and various stakeholders’ perspectives. Ensuring all students reach their full potential continues to be Chris’s passion and mission.

    Pam Garnham, Superintendent/Secretary-Treasurer/and CEO of, Portage la Prairie School Division, MB

    Pamela has 31 years of experience in education, having worked in grades K to 12 as a teacher, resource teacher guidance counsellor and school administrator. Throughout her career, she has focused on ensuring that our students are the central focus of education and that the instructional and developmental needs of students are met from inclusive regular classrooms, neighbourhood schools and across the division.

    Heather Merasty, Superintendent, Athabasca Denesuline Education Authority, SK

    Heather Merasty is a proud member of the Peter Ballantyne Cree Nation, located in Saskatchewan. She is a dedicated educational leader with over 23 years of experience in the field, dedicating her practice to the benefit of Indigenous peoples and their respective communities.

    Currently, she serves as a Superintendent of Student Support Services with the Athabasca Denesuline Education Authority, and as Vice President of Yellow Sky & Associates Ltd. Before her current positions, she served as Senior Director of Education and Superintendent of Special Education with the Meadow Lake Tribal Council, and Special Education Consultant with Saskatchewan Rivers Public School Division.

    Register now for other webinars in our literacy webinar series.

    If you have any questions, please email us directly.

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    WEBINAR: Discover the Power of OurSCHOOL Staff Survey: Capture Valid, Reliable Data to Fully Support Staff Well-being

    WEBINAR: Discover the Power of OurSCHOOL Staff Survey: Capture Valid, Reliable Data to Fully Support Staff Well-being

    Access this webinar, “Discover the Power of OurSCHOOL Staff Survey: Capture Valid, Reliable Data to Fully Support Staff Well-being,” as we delve into the unique pillars of the OurSCHOOL staff survey. We’ll explore the power of the results and showcase why having rigorous, holistic, nationally and provincially normed, timely, and accessible data is so crucial in informing major decisions that impact your staff.

    Educators must be physically, mentally, and emotionally present to connect with students and provide quality instruction. Their mental health and well-being need to be ‘in check’ for this to happen. While we cannot control everything, it is our responsibility to increase the likelihood that our staff can be healthy at work. Starting with the end in mind, how can division leaders foster a sense of belonging and autonomy so that their staff feel valued and supported? What kinds of collective efforts will foster your staff’s sense of belonging and pride in the work being done?

    It is not enough to simply acknowledge that there is a problem; division leaders can better create conditions for success when they have crucial insights into the pivotal measures that drive their staff’s well-being. This all starts with giving all of your staff a voice.

    Click here for more information about our staff well-being survey.

    Our Team - Lorna Cameron

    Speaker Biography: Lorna Cameron

    Lorna has been with The Learning Bar now for 7 years now and was an administrator and teacher for over 20 years before joining The Learning Bar. As a member of the Customer Success team she works with school districts across Canada to support and build their skills and knowledge in the areas of data-driven planning and decision making. She comes from within the school system and has seen first hand many of the challenges that you face and has a clear understanding of what schools are doing to overcome these.

    Register now for other webinars in our Well-being Learning Series.

    If you have any questions, please email us directly.

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    WEBINAR: Embedding Well-Being in Schools and School Districts: Explore your next steps

    WEBINAR: Embedding Well-Being in Schools and School Districts: Explore your next steps

    This webinar pulls together the key learning from the 2024 Well-being Series and introduces potential next steps to help school and district leaders put their data into action.

    Over the series, we explored staff well-being and its impact on health, happiness and success in our schools for both our students and the adults who support them.  We summarised the factors that impact staff and student well-being, outlined the means of capturing data on these factors, and strategies that can support these. The question that we were seeking to answer in this webinar was, what’s next? How do we harness this learning and embed well-being in our workplaces so it becomes just the way we do things?

    Access this webinar as you look forward to the next school year. Allow us to support you in embedding your data into actionable, sustainable practices within your educational environments.

    Click here for more information about our well-being surveys and resources

    https://thelearningbar.com/access-webinar-well-being-in-schools-and-school-districts/

    Speaker Biography: Gail Markin

    Gail’s distinguished career in education and mental health spans roles as a social worker, family counsellor, teacher, and school counsellor, culminating in her current work as an educational consultant and mental health and wellness coach. Her leadership roles in networks like Social Emotional Learning BC and BC School Centred Mental Health Coalition, along with her involvement in the EdCan Staff Well-being Network and Compassionate Systems Leadership Network, reflect her deep commitment to well-being in educational settings.

    Gail holds two bachelor’s and two master’s degrees in psychology and education and is currently pursuing a Doctorate in Leadership and Policy. Her experience includes keynote presentations, workshops on workplace well-being and a TEDx talk on the power of belonging. She is the author of ‘Beyond Self-Care: Leading a Systemic Approach to Well-being for Educators’ where she combines learning from both research and practice to support leaders with practical ideas to create well-being in their schools and districts.

    Register now for other webinars in our Well-being Learning Series.

    If you have any questions, please email us directly.

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    IAE Educational Practices Series: Denes Szűcs discusses the policy paper “Math Anxiety”

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    IAE Educational Practices Series: Denes Szűcs discusses the policy paper "Math Anxiety".
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    Watch the next video in the IAE – IBE Educational Practices Video Series, co-published by IBE-UNESCO and the IAE, with support from The Learning Bar. In this video, Denes Szűcs, Reader in Cognitive Neuroscience and Psychology, discusses his paper, “Math Anxiety. Educational Practices Series 31” and how a debilitating emotional reaction to math, known as mathematics anxiety (MA), significantly impacts student performance and career choices in math-related fields. Learn the early signs students exhibit and strategies based on the principles of Cognitive Behavioural Therapy (CBT) and the Rational Emotive Behaviour Therapy (REBT).

    Throughout this IAE – IBE Educational Practices Series, renowned scholars share insights from their transformative handbooks on educational practice. Explore the interview series to learn about improving education for all.

    These videos and associated handbooks cover a range of topics, including guiding principles for twenty-first-century learning, improving education for economically disadvantaged students, recovering from the impact of COVID-19, curriculum design, and teaching students how to become lifelong learners. Throughout this series, renowned scholars share insights from their transformative handbooks on educational practice.

    Explore the IAE – IBE Educational Practices Series to learn about improving education for all.

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    IAE Member Research Series: Maria de Ibarrola discusses the research paper “Evaluation of teachers of basic education: Political tensions and radical oppositions”

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    Maria de Ibarrola: IAE Member Research Interview

    Join us for an enlightening journey into the heart of educational reform in Mexico with our latest video, “IAE Member Research – Maria de Ibarrola Interview”! Discover the intense political drama and challenges that unfolded as Mexico embarked on a major overhaul of its basic education system. 

    Maria de Ibarrola, a distinguished researcher, delves into her groundbreaking paper on teacher evaluations, revealing the deep-rooted tensions and oppositions that rocked the nation. From the traditional tenure system to the powerful influence of teachers’ unions, this interview hosted by

    Nick Burbules uncovers the complexities behind one of the most significant educational reforms in recent history.

    Don’t miss this chance to gain unique insights into the struggles and triumphs of educational policy-making. Watch now and be part of the conversation on shaping the future of education!

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