educational programs reflect community needs and empower students to reach their individual potential.” The divisional priorities complement this framework through four established pillars: systems wellness, high-quality learning, operational efficiency, and continuous improvement. Campbell notes that these aren’t just abstract concepts but practical guidelines. “System wellness means looking at the wellbeing of staff and students at school. High-quality learning focuses on literacy, numeracy, and French language instruction in our dual-track immersion schools. all viewed through an indigenous educational lens, which is vital to our division and across Manitoba.” PROFESSIONAL DEVELOPMENT AND WELLNESS Seine River School Division views teacher development as the cornerstone of educational excellence, investing substantially in both professional growth and staff wellbeing programs. “One thing that’s really important to us is ensuring that all staff have opportunities for professional growth and development every year,” says Wendy Bloomfield, who has served on the division’s board for over 40 years.“We work closely with our teachers association and provide them money to look at doing professional development. We also have a divisional wellness committee that provides opportunities for all staff, trying to keep morale at a good level.” Professional development in Seine River isn’t arbitrary but strategically aligned with divisional goals. The division’s approach connects teaching improvements with measurable student outcomes, allowing for both division-wide consistency and school-specific innovation. “Professional development needs to be anchored to something or else you’re just picking the latest ideas that aren’t connected to your focus,” Campbell explains. “Each school builds out their plan based on where student improvement is needed. What our staff should feel is alignment between what the division wants to accomplish in literacy, numeracy, and French education—all wrapped in indigenous education—while still giving schools autonomy to create plans specific to their community.” ADDRESSING POST-COVID LEARNING GAPS Operating across southeastern Manitoba’s growing communities, Seine River School Division has identified foundational skills development as crucial for long-term academic recovery and student success. “We definitely highlight the value we hold as a school division in early childhood education,” Campbell says. “We know that even pre-covid, if kids can get off to a good start with experienced teachers at younger ages, our students will be more productive and successful when they reach grades four, five, middle school, and especially high school. Our early literacy focus is an important piece to student success.” The pandemic’s educational impact continues to reverberate through the system, creating challenges 3 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 06 SEINE RIVER SCHOOL DIVISION
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