Implementing Reform

NEW! IDC Lead and Pilot Partner School Network Creating Partnerships: Expanding the Circle Project April 2, 3, 2008 IDC is offering Project Funding in the amount of 1,000$ to each  Lead/ Pilot School and partner school. Eligible expenses include substitution at the MELS rate of 169$ a day, meal(s), transportation from one school to another and photo-copies intended for draft or sharing purposes; equipment and educational resource materials are not eligible expenses.   In order to participate in this project, Lead, Pilot and Partner Schools commit to up-dating the network on their project at the October 2008 Conference and commit to presenting their project at the April 2009 Conference; grant monies will be payable following the April 2009 Conference. Download the information document and application form here.
Creating Partnerships: Expanding the Circle Project Download the Planning Form
Symmes Junior High Revisited: 2 years after recounting how teachers focused on developing dynamic teaching practices and a culture of co-operation in their school, we now look at how the staff is working on the implementation of the Secondary Cycle 1 QEP.  Read their stories in which they recount their paths, their questioning, the challenges, and the many successes.	NEW! Marymount Academy is located on the Island of Montreal and is a microcosm of the city's multicultural population. In January 2004, members of the QESN-RÉCIT team visited Marymount Academy (of the English Montreal School Board) to document Marymount's experience as a pilot school at the secondary level.
Ormstown Elementary School: In spring 2003, the QESN-RÉCIT team visited Ormstown Elementary School to document their school-wide, year-long project "The Funtastic Circus". We met with principal Gail Atkinson and with the teachers who talked about their experience in implementing cycle-based instruction and working with the QEP.	Ste-Foy Elementary School began to seed the conditions required to implement the letter and the spirit of the reform as early as 1996 when it set out on a reflection and renewal process. Today, with a renewed school culture, the community has implemented many of the conditions for successful implementation of the QEP and their focus is now to progress in all aspects of teaching and learning.
Symmes Junior High School is putting in place the conditions for implementing the new QEP. Teachers and students are experimenting with new models. Take a look at how they approach the dynamic of change in their school.
Documents, presentations and other materials from Lead and Pilot School Days.

About Lead and Pilot Schools

When the process of designing and implementing the new Québec curriculum was started, the Ministère de l'Éducation du Québec (MÉLS) designated a number of pilot schools to help evaluate different aspects of the curriculum. Three English elementary schools were part of this group from September 1999 to June 2002. In September 2002, four English middle and high schools took up the challenge.

In the English sector, English school boards and associations also created a broader base for experimentation and each designated one lead school to be part of a wider network and to help disseminate information and practices.

The mandate of LEAD schools is to:

1. act as resources to the larger school community with respect to areas of expertise they are developing within the context of the new Québec Educational Plan;
2. share their experiences and best practices with the community at large in the form of video productions, presentations to IDC, participation in IDC sponsored events, the reform Web site, or other means developed by the Lead School Network.

PILOT schools are responsible for:

1. evaluating the applicability and appropriateness of the content of the new curriculum within actual classrooms in Québec;
2. experimenting innovative models of school organization and field-testing the Québec Education Program prior to its implementation;
3. reporting to the MELS on the most suitable conditions for a successful implementation of this curriculum in term of teacher in-servicing and other support measures.