The Committee is comprised of thirty-one members appointed by the organizations which they represent:
- The Directors General of the English School Boards (ADGESBQ/ADGCSAQ)
- Special Status School Board representatives (Cree, Kativik, Littoral)
- Independent School Associations’ Table (ISAT)
- School Board Educational Services Representatives
- Administrators of Complementary Educational Services (ACES)
- Provincial Organization of Continuing Education Directors English (PROCEDE)
- Association of Administrators of English Schools of Quebec (AAESQ/AAEAQ)
- Quebec Provincial Association of Teachers (QPAT/APEQ)
- Fédération des professionnelles et professionnels de l’éducation du Québec (FPPE)
- English Colleges Steering Committee (Cégep)ided
- English Universities of Québec
- MELS / SSCAAAPN
The Assistant Deputy Minister of the MELS for the English Sector and Aboriginal Affairs is a standing member of the Committee.
A representative of the Leading English Education and Resources Network (LEARN), a Coordinator, and a Secretary are participants in the Committee.
The LCEEQ replaces the former Implementation Design Committee (IDC) and the Professional Development Committee (PDC).
ACES
Represented by Gail Somerville & Cindy Finn.
Being involved with LCEEQ helps the Administrators of Complementary Educational Services stay abreast of pedagogical issues affecting the entire English-speaking community. The ACES table meets regularly and LCEEQ has become a standing item on our agenda so that all of the English school boards are aware of what LCEEQ does in support of our community.
We appreciate being a part of a group that looks at educational issues from Kindergarten through to post secondary. ACES has a particular interest in assisting the partners around the table stay informed about the latest issues related to diverse learners and the services that students require to be successful. This includes issues related to sexual education, guidance services, spiritual animation, healthy schools, inclusive educational practices and services for students with special needs.
The professional development opportunities afforded by LCEEQ are particularly important. The annual conference provides an important forum for professional growth. Many of the non-teaching professionals working in the area of complementary services have appreciated the various sessions that have focused on bullying and social-emotional learning, student engagements, social media and Visible Learning. We are particularly excited for the February 2016 conference since it will focus on diversity and equity issues, two topics that are particularly important to ACES.
In the near future, it would be important for LCEEQ to take a look at the various ministerial pilot projects underway that touch on complementary educational services such as the Guidance-Oriented Approach to Learning (GOAL), Sex Education, and the new curriculum for students with moderate-severe cognitive impairments. ACES can assist with enhancing everyone's understanding of these pilot projects.
Sir Wilfred Laurier School Board
Represented by Geoffrey Hipps
As the Assistant Director of Educational Services of the Sir Wilfrid Laurier School Board, my role on the LCEEQ Committee is to ensure representation of my board - 26 Elementary Schools and 9 High Schools, 5 Adult and Vocational Education Centres, as well as to participate in the development of a voice for the English Educational Community at large.
Important issues for the SWLSB that are in need of a provincial voice are:
- the availability of pedagogical resources, including translated Ministry documents, for the anglophone community;
- the availability of quality pedagogical development for our educational stakeholders at all levels;
- the challenges of serving a large territory spanning different administrative regions;
- the need for timely information in order to ensure our practices are directed by evidence;
- the availability of external services to the anglophone community, especially in the remote regions.
LCEEQ provides me with a forum to discuss the larger system of English Education. It is a committee in which not only local issues are shared, but one that allows for the development of a single voice for the English community. LCEEQ has provided SWLSB with quality professional development opportunities, including funding for local initiatives.
I believe that the LCEEQ should continue to insist on having a voice with the Ministry. It needs to promote English Education through its strategic goals, but specifically take a place as the voice of the English community - one that not only monitors the presence of English Education within Quebec, but one that celebrates its unique successes to the entire province.
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ACES
Represented by Gail Somerville & Cindy Finn.
Being involved with LCEEQ helps the Administrators of Complementary Educational Services stay abreast of pedagogical issues affecting the entire English-speaking community. The ACES table meets regularly and LCEEQ has become a standing item on our agenda so that all of the English school boards are aware of what LCEEQ does in support of our community.
We appreciate being a part of a group that looks at educational issues from Kindergarten through to post secondary. ACES has a particular interest in assisting the partners around the table stay informed about the latest issues related to diverse learners and the services that students require to be successful. This includes issues related to sexual education, guidance services, spiritual animation, healthy schools, inclusive educational practices and services for students with special needs.
The professional development opportunities afforded by LCEEQ are particularly important. The annual conference provides an important forum for professional growth. Many of the non-teaching professionals working in the area of complementary services have appreciated the various sessions that have focused on bullying and social-emotional learning, student engagements, social media and Visible Learning. We are particularly excited for the February 2016 conference since it will focus on diversity and equity issues, two topics that are particularly important to ACES.
In the near future, it would be important for LCEEQ to take a look at the various ministerial pilot projects underway that touch on complementary educational services such as the Guidance-Oriented Approach to Learning (GOAL), Sex Education, and the new curriculum for students with moderate-severe cognitive impairments. ACES can assist with enhancing everyone's understanding of these pilot projects.