Beliefs & Priorities

Board

Board Budget Belief Statements

BOARD OF TRUSTEES BELIEF STATEMENTS FOR PREPARATION OF THE 2022-23 BUDGET

Lethbridge School Division is primarily funded by Alberta Education. The Board is legally obligated to create and approve the annual division budget and to fiscally manage the Division's funds in a responsible manner, ensuring that the educational needs of students are met within a balanced budget, as required by the Education Act.

  • The Board believes the budget should be developed in the best interests of all students.
  • The Board believes in a budget process that is open and transparent.
  • The Board believes that the budget shall provide for staffing to facilitate educational opportunities for all students.
  • The Board believes education at the primary level is foundational to student success, and as such is a priority.
  • The Board believes funds need to be allocated to promote equitable access to educational opportunities and resources for all students.
  • The Board believes in keeping Division and school levied fees as low as possible.
  • The Board believes maintaining an uncommitted reserve is necessary for emergent and contingent situations.
  • The Board believes opportunities for student learning are achieved by allocating funds to specific centralized programs and services.
  • The Board believes in providing targeted opportunities to further innovative practices in schools.

Board Domains and Priorities

Division Domains and Priorities for 2021-2022

The Board of Trustees has adopted a vision statement for the Division “Learners are innovative thinkers who are successful, confident, respectful, and caring”. The budget allocates resources available to achieve the Board's vision and priorities.

The Board domains and priorities, which reflect the Board’s Budget Belief Statements, were developed after extensive consultation with the education stakeholders of the community. This consultation included a highly successful Town Hall meeting which provided the opportunity for approximately 200 parents, students, Division staff and community members to provide comment and feedback to the trustees.

Division Domain: Local and Societal Context
Planning considered:
Pandemic Context, Population Diversity, Health and Wellness, Inclusive Education, Curriculum, Technology, Growth, Staff Demographics

Division Domain: Governance Outcomes

  • Governors engage students and their families, staff and community members in the creation and ongoing implementation of a shared vision for student success.
  • Legislation, policy and regulation provides clarity regarding roles and responsibilities of education in matters of governance.
  • Fiscal resources are allocated and managed in the interests of ensuring student success, in alignment with system goals and priorities, and in accordance with all statutory, regulatory and disclosure requirements.
  • Curriculum is clearly articulated and implemented in a relevant and meaningful manner.
  • Governors employ a cycle of evidence-based continuous improvement to inform ongoing planning and priority setting, and to build capacity.

Division Domain: Student Growth and Achievement Outcomes

  • Students achieve prescribed provincial learning outcomes, demonstrating strengths in literacy and numeracy.
  • Students apply knowledge, understanding and skills in real-life contexts and situations.
  • Students advance reconciliation by acquiring and applying foundational  knowledge of Indigenous experiences. The school community applies the resources needed to support Indigenous student achievement.
  • Students are active, healthy and well.
  • Students use ongoing assessment feedback to reflect continuously on their progress, identify strengths and areas of need and set new learning goals.

Division Domain: Teaching and Learning Outcomes

  • Teachers and leaders respond with skill and competence to the unique learning needs, interests and cultural, social and economic circumstances of all.
  • Teachers and leaders improve their professional practice through collaborative engagement in processes of growth, supervision and evaluation.
  • Collaboration amongst teachers, leaders, students and their families, and other professionals, enables optimum learning.
  • Professional Learning programs prepare teachers and leaders to meet the standards of professional practice.
  • Teachers and leaders use a range of data arising form their practices to inform cycles of evidence-based continuous learning.

Division Domain: Learning Support Outcomes

  • Learning environments are welcoming, caring, respectful and safe.
  • Learning environments are adapted as necessary to meet learner needs, emphasizing a sense of belonging and high expectations for all.
  • Education partners fulfill their respective roles with a shared understanding of an inclusive education system.
  • Students and their families work in collaboration with education partners to support learning.
  • Cross-ministry initiatives and wraparound services enhance conditions required for optimal learning.
  • Infrastructure (technology and transportation services) supports learning and meets the needs of Alberta students and their families, staff and communities.