Beliefs & Priorities

Board Budget Beliefs

BOARD OF TRUSTEES BELIEF STATEMENTS FOR PREPARATION OF THE 2020-21 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 that 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 that education at the primary level is foundational to student success, and as such is a priority.
  • The Board believes that 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 that equitable 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 Priorities

Division Priorities and Strategies for 2019-2020

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 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.

District Priority 1: Achievement
OUTCOMES:
1. Students achieve student learning outcomes with strong foundational skills in literacy and numeracy.
2. Teachers possess a deep understanding of pedagogy that develops literacy and numeracy.
3. Students are lifelong learners possessing the skills and attributes to successfully transition within the system and to further education, credentialing or the world of work.
4. First Nations, Metis and Inuit (FNMI) student achievement relative to provincial standards will improve.
5. School administrators are highly skilled in all areas of the provincial School Leader Quality Standard
6. Teachers are highly skilled in all areas of the Teaching Quality Standard.
7. Support staff possess the knowledge, skills and attributes to support student success and create optimal learning environments.
8. Effective learning and teaching is achieved through collaborative leadership and structures that build capacity to improve within and across schools.
9. A comprehensive wellness approach promotes well-being and fosters learning.
10. The education system demonstrates collaboration and engagement to further Division priorities:
a. Parents feel welcome, included and possess agency to be full partners in their child’s education;
b. Community members feel ownership as collaborative partners in the education of children;
c. Community minded organizations are engaged in collaborative delivery of programs and services to students.
11. Effective management of growth and capacity building to support learning spaces and the provision of programs.

District Priority 2: Inclusion
OUTCOMES:
1. Schools are welcoming, caring, respectful and safe learning environments.
2. Schools are inclusive learning environments where all students are able to grow as learners.

District Priority 3: Innovation
OUTCOMES:
1. Learners demonstrate the attributes of innovation, creativity and critical thinking in a process based learning environment.
2. Breadth of program choice provides opportunities for students to explore and grow as learners
3. All learners effectively use technology as creative and critical thinkers capable of accessing, sharing and creating knowledge.