Better Education Starts Today Putting Students First

BETTER
EDUCATION
STARTS TODAY
PUTTING STUDENTS FIRST
BETTER EDUCATION STARTS TODAY STRATEGY 1

CONTENTS
MESSAGE FROM THE MINISTER................................................................................................. 3
EXECUTIVE SUMMARY............................................................................................................... 4
INTRODUCTION.......................................................................................................................... 6
PILLAR 1: GOVERNANCE AND ACCOUNTABILITY FOR RESULTS............................................ 10
PILLAR 2: HIGH-QUALITY LEARNING AND OUTCOMES.......................................................... 13
PILLAR 3: FUTURE-READY STUDENTS...................................................................................... 17
PILLAR 4: EXCELLENCE IN TEACHING AND LEADERSHIP....................................................... 21
CHARTING THE PATH FORWARD............................................................................................. 24
APPENDIX A: ONE YEAR LATER: LEARNING FROM COVID-19
TO SHAPE THE FUTURE OF EDUCATION................................................................................. 25
APPENDIX B: OVERVIEW OF NEW GOVERNANCE MODEL..................................................... 31
2 BETTER EDUCATION STARTS TODAY

MESSAGE FROM THE MINISTER
Education is said to be the great equalizer, and now more than ever, our students
deserve a system that will ensure they are front and centre and have the right resources
in place to succeed.
Our government committed to reviewing and renewing our education system.

This once-in-a-generation review heard from thousands of Manitobans as the K-12
Commissioners embarked on one of the largest public consultations in Manitoba’s
history. I want to thank the Commissioners for their dedication and commitment to
the work over the year leading up to their final report. The recommendations provide
critical insights and direction on shaping a modern education system for tomorrow.
Over the past year, there have been many learnings from the COVID-19 pandemic
that must also inform the path forward. Students, parents, teachers, staff and
administrators demonstrated resiliency, dedication and innovation over the last year.
I would like to acknowledge their perseverance and efforts
to ensure learning continues even now as we continue to keep the safety of schools as
our top priority. We must apply the learnings of the last year to improve our schools
and classrooms for the better.
Our system is at a critical point. Manitoba’s education system has some of the highest
spending per student, yet our students are at or near the bottom of national and
international rankings. Per capita, we have the highest number of school divisions and
trustees across all provinces. There are 37 duplicative bureaucracies across Manitoba
built on an inconsistent funding formula reliant on education property taxes. For
too long, “local voice” has focussed on setting tax rates and repetitive collective
bargaining.
We need a provincial system that is consistent, efficient and focused on student

success—built from the bottom up versus top down. We want a system that knows
how valuable parental voice is at the local school level and will look at empowering it.
We want a system that focuses less on bureaucracy and more on ensuring resources Hon. Cliff Cullen
and energy are spent in the classroom, where they are needed most. We must ensure Minister of Education
our teachers, staff and school leaders can excel at fostering learning and supporting
student success.
Manitoba deserves the best. Through the Better Education Starts Today Strategy,
our government is putting students first so no matter what path they choose they
are well prepared for success in a global world. Although there is a lot of work ahead
of us, we look forward to working in partnership with all Manitobans to ensure that
our most valuable assets—our children—have the opportunity to succeed as future
leaders in the Province.
BETTER EDUCATION STARTS TODAY 3

EXECUTIVE SUMMARY
Better Education Starts Today: Putting Students First has been developed in response to the
recommendations of the Commission on Kindergarten to Grade 12 Education as well as the learnings from
the COVID-19 pandemic.
The Commission was established to review our province’s K to 12 education system with the goals of improving
outcomes for students, ensuring long-term sustainability and enhancing public confidence in our education
system. Based on extensive consultations in the spring of 2019, the Commission submitted its report, Our
Children’s Success: Manitoba’s Future, to the Minister of Education in early March 2020. After a pause to focus the
system on the COVID-19 response, Manitoba is pleased to release the Commission’s report. Manitoba accepts
the spirit and intent of the Commission’s 75 recommendations and has developed a clear plan of action to
modernize the education system.
A modern K to 12 system that puts students first is a priority. Currently, Manitoba is among the highest spending
per student, yet our student outcomes are at or near the bottom of national and international rankings. Manitoba
has the highest number of school divisions and trustees, per capita, of all the provinces, resulting in different
resources for students and parents across the province. Working together, we have an opportunity to improve
performance and get better outcomes for all our children by shifting these resources to the classroom and
investing in schools.
Within the next five years, our goal is to ensure our students have the most improved performance in Canada.
We will build a consistent and aligned provincial education system that is student-centred, parent-friendly,
classroom-focused and accountable for results. To do this, Manitoba will:
• Shift more resources to the classroom to ensure that student learning and achievement come first.
• Unify our education system with a focus on accountability for results so our children perform better
and stop falling behind.
• Give parents and caregivers a greater role in their children’s education by actively participating in
the design and oversight of the system.
• Ensure that all students are ready for lifelong success regardless of where in the province they live.
• Ensure that teachers, school staff and leaders have the capacity, knowledge and tools they need to
support student performance.
Priority actions have been identified across four pillars of student success. The strategy also commits to the
philosophy of inclusion and student achievement for all; improving outcomes for Indigenous students; and
prioritizing French language education in keeping with Charter rights for minority education.
As we move to modernize our education system, we will make every effort to maintain stability in the classroom
for students, parents and teachers. Students will see no immediate changes in their everyday school life, but
there will be an increased emphasis on engagement, mental health and well-being and better preparing them
for whatever path they choose across post-secondary, trades, workforce or entrepreneurship. For parents, their
children will go to the same school unless they choose otherwise. Parents will have access to better information
on how their children are performing and a stronger voice in the education system.

The Commission identified a sense of urgency in improving student achievement in Manitoba schools. To this end,
consultations on the priority actions will commence immediately towards establishing a transformation roadmap
by September 2021. We share the Commission’s optimism for improvement in student achievement and for the
future of education in this province. This must become the shared mission of all those involved in the education
system. This can only be accomplished if all educational partners work together and maintain the focus on putting
students first.

INTRODUCTION
The Commission on K to 12 Education
In January 2019, the province announced a nine-member Commission on Kindergarten to Grade 12 Education
to conduct a comprehensive review of the province’s K to 12 system. The Commission’s mandate was broad,
focusing on improving student outcomes, closing achievement gaps, creating long-term sustainability and
enhancing public confidence. The review was intended to create an education system for Manitoba to become
the most improved education system in Canada.
The Commission was tasked with conducting public consultations and

drawing from research and best practices to propose a new vision
for K to 12 education and making recommendations aligned to their
10 Imperatives
mandate. for Action
1. Strengthen Educator Capacity
The Commission received 2,309 written submissions, 62 formal
2. Increase School Leadership
briefs, 8,891 public survey responses and 1,260 teacher survey
Effectiveness
responses while 159 educators submitted best practices, 1,690
people participated in public workshops and 137 students 3. Improve Student Engagement
participated in student focused workshops. & Well being
4. Close the Achievement Gap for
The Commission submitted its final report, Our Children’s Success: Indigenous and Non-Indigenous
Manitoba’s Future, to the Minister of Education in early March 2020.
The 75 recommendations of the Commission represent the most 5. Commit to Equitable Outcomes
extensive reform of Manitoba’s K to 12 education system in for All
decades and are organized around 10 imperatives for action. 6. Ensure Quality in Rural,
Northern and Remote
The Impact of COVID-19 7. Strengthen the Delivery of
French Language Education
The Commission’s report arrived just as the COVID-19
pandemic emerged in our province. The release was postponed 8. Expand Community Education &
to shift attention to protecting the health and safety of Strengthen Public Engagement
Manitobans. By the end of March 2020, Manitoba Education had 9. Improve Foundational Skills
suspended in-class learning and resources were focused on
10. Enhance Effectiveness of
minimizing the impact of school closures for over 200,000 students and
Governance & Funding
planning for a safe return to in-class learning as soon as
possible. Out of necessity, the whole education system adapted
and transformed at an accelerated pace.
Reflecting on the past year, we have witnessed enormous commitment and dedication across the entire education
system. We also acknowledge the toll the pandemic has had on all members of the school community from
students and parents to teachers, staff and principals. The COVID-19 pandemic changed the context of education
overnight and clarified the need for change across Manitoba’s education system. The pandemic underscored
inequities and inconsistencies in our systems but also opened the door to new ways of educating, supporting

and reaching students. We need to incorporate what we learned through the pandemic to build further innovation
and resiliency into our systems. Priority actions outlined in this strategy take these experiences and learnings into
consideration, described further in Appendix A.
While the future of education in Manitoba is top of mind, keeping schools safe and open remains a top priority.
We are committed to working with families, public health, school leaders and stakeholders to continue operating
safe schools during the pandemic. This includes ensuring students have access to the learning supports and
resources they need to participate in high-quality education.
Lessons Learned from COVID-19
1. With 37 different governing bodies it was difficult to be agile and respond quickly, yet that is what Manitobans
expected and needed. Combined with longstanding inequities in funding, resources and prioritization, the
result was vastly different experiences and resources for parents and students across the province. We need
a consistent and unified provincial education system that provides similar levels of service no matter where
families live.
2. Parents and caregivers played an important role during COVID-19, yet they struggled to access information
about changes and to inform and influence decisions. We must sustain parent engagement by providing
consistent tools and processes for them to inform student success at the school level and in the system as a whole.
3. A lack of consistent, province-wide data made real-time planning and decision making difficult, undermining our
ability to innovate and continuously improve and to allocate resources where they are needed most.
4. Inconsistent technology and technological capacity across divisions and schools undermined the ability to
teach, learn, innovate, problem solve and maintain human connections in a virtual world in a consistent and
reliable way. We must have adequate and consistent technology and internet access across the province, as
online learning has a place in our education system and is here to stay.
5. COVID-19 affected student engagement and learning differently, and a one-size-fits-all approach will not work
now or for the future.
6. Mental health and well-being are important for everyone and must be at the forefront of planning for the
school community.
7. Teaching and learning have evolved and can change for the better by bringing the best from this experience
forward and continuing to innovate.
8. Our education system is resilient, and we need to build on this as a foundation for modernizing the K to 12
education system.
See Appendix A for more details.

Better Education Starts Today: Putting Students First
The Better Education Starts Today strategy is our government’s vision and set of priority actions needed to
ensure we are putting Manitoba students first. The vision is for all Manitoba students to succeed, no matter
where they live, their background, or their individual circumstances. The success of Manitoba’s students will
continue post-graduation as they move into further education, enter the labour force and begin to build lives and
livelihoods as adults here in Manitoba.
Within the next five years, our goal is to ensure our students have the most improved performance in Canada.
Working together, we will build a consistent and aligned provincial education system where:
• Students receive high-quality education and programming in both English and French to achieve improved
outcomes throughout their K-12 education and beyond.
• Parents* have a stronger voice in decisions at their school, more involvement in system oversight and better
information about their child’s performance.
• Teachers and staff have professional knowledge, tools and resources to deliver high-quality learning and
prepare our students for a rapidly changing world.
• School leaders are supported in their role as education leaders, building a learning community, supporting
teachers, improving student performance and engaging parents.
• The education system provides responsive and consistent services across the province to close gaps in
recruitment and IT and is accountable for results
• Schools receive funding that is fair and sustainable, directed to where it is needed most, and provide more
opportunities and supports to all students in Manitoba no matter where they live.
*Please note: In this document, the word “parent” is used broadly to refer not just to parents but to guardians,
caregivers and other family members who help children learn both at home and school.


Four Pillars for Student Success
GOVERNANCE AND HIGH-QUALITY

ACCOUNTABILITY LEARNING AND
FOR RESULTS OUTCOMES
Build a consistent and Improve learning and

aligned provincial outcomes for all
education system that is students across the
accountable for results province through high
and engages parents. and measurable standards
of excellence.
FUTURE-READY EXCELLENCE IN
STUDENTS TEACHING AND
LEADERSHIP
Engage students and
build competencies for Ensure teachers, school
lifelong success. staff and leaders have
the knowledge, skills and
tools to support student
performance.

PILLAR 1: GOVERNANCE AND
ACCOUNTABILITY FOR RESULTS
To improve student outcomes, we first need to build an education system that is consistent and aligned across the
province. Many of the Commission’s recommendations call for increased system capacity, clear expectations for
those delivering education and accountability to all taxpayers. Our current system is complex, with multiple levels of
bureaucracy that result in a great deal of variation in standards, programming and resources depending on where
families live. Manitoba needs a unified system that reduces disparities while responding to local needs.
What Will Success Look Like?

9 37 elected regional school boards unified into 15 regions (plus DFSM) by July 1, 2022.
9 Resources shifted to classrooms by reducing administrative costs to be in line with other provinces.
9 School Community Councils established for all schools by 2023.
9 School-level assessment data available to all local school communities to identify areas for improvement and
to inform decision making locally and provincially.
9 Resources distributed more equitably across regions and schools by moving the funding model away from
reliance on education property taxes starting in 2023.
A Special Note to Students and Parents

There will be no immediate changes in every day school life. Policies for school catchment and school of choice
remain the same. Over time, the goal is to move decision making closer to students by strengthening the role schools
play in the overall system, giving parents more voice, and shifting more resources to the classroom where they are
needed most.
1.1 Implement a new provincial governance model that is coordinated, accountable and engages
parents at the school level and in the design and oversight of the overall education system
The Commission highlighted that schools and parents have important roles in student learning and achievement. Yet,
Manitoba’s education system has multiple layers of bureaucracy with little school-level governance and no formal
voice for parents. This complex system with 37 school boards also makes rapid and coordinated response difficult—as
we learned during the COVID-19 pandemic. Manitoba has the highest number of school divisions and trustees, per
capita, of all the provinces. There are 54 trustees in Winnipeg alone, compared to 22 in Toronto, seven in Calgary and
nine in Edmonton. With the eventual phase out of education taxes, as well as the move towards central bargaining,
this complex system is no longer necessary.
A new provincial governance model will be implemented by July 1, 2022, that will streamline administrative functions
while providing strong parental involvement at the school level, as well as in the design and oversight of the overall
education system (see Appendix B). Manitoba upholds our commitment to protecting Charter rights for minority
education by maintaining the Division scolaire franco-manitobaine (DSFM) and its governance body.

Priority Actions
• Establish a new Education Act to serve as the foundation for change in K to 12 education by creating the
system capacity and coherence needed for improved outcomes.
• Unify 37 elected regional school boards into 15 regions, plus Division scolaire franco-manitobaine (DSFM).
• Retain two boards to oversee the delivery of education: a newly created Provincial Education Authority
(appointed members) and the DSFM (elected trustees).
• Develop a Provincial Advisory Council on Education comprised of 16 elected representatives reporting
to the Minister.
• Engage parents by establishing School Community Councils in every school and providing funding for
each council.
• Transform the Department of Education to focus its role on providing policy direction and leadership for
the system.
• Redirect dollars from operational efficiencies back to the classroom as part of our Education Funding
Guarantee.
Other Actions
• Clearly define the roles and responsibilities of those responsible for an effective, efficient and accountable
K to 12 education system.
• Publish annual school improvement plans focused on student achievement and well-being, developed by
the principal with the school community.

1.2 Develop a fair and sustainable funding model
Manitoba needs a fair and sustainable funding model. We are the only province to set taxes at the school division
level. This means some divisions collect more revenue than others. Since education property taxes comprise 42%
of all education funding it leads to disparities in funding for schools and outcomes for students. While funding was
outside the mandate of the Commission, financial accountability and funding discrepancies came up during the
consultations. The Commission recommended moving away from education property taxes completely,
and heard strong calls for greater system equity, highlighted by differences in programming and supports
across the province.
The new model will simplify funding to schools, better support specialized learning needs, and create
predictability in funding. This will support planning and provide flexibility to school and regional leaders to
address local needs.
Priority Actions
• Develop a new provincial funding model that is fair, transparent and sustainable.
1.3 Enhance performance measurement, data and analytics to drive results
We spend over $58 million annually on Information Technology in our education system, and still we cannot
easily access provincial data on key outcomes, attendance and other system performance measures. A unified
technology system is needed to inform decision making around resources, supports and programming. Even a
modest 20% savings will provide $11 million that can be towards our improvement efforts. A consolidated system
will collect information to show how schools and districts are performing. Schools can use the results to identify
areas for improvement and build their annual school improvement plans in consultation with School Community
Councils. This will contribute to a more transparent K to 12 system that is focused on continuous improvement.
Priority Actions
• Undertake scoping for a provincial Student Information System.
• Develop a provincial data and performance measurement strategy that will measure, monitor and
report on key outcomes for all students related to achievement, engagement and satisfaction.
• Launch a provincial survey for students, their parents and staff regarding their school experience to inform
school plans and broader decision making.
Other Actions
• Explore how emerging technologies and the advancement of artificial intelligence (AI) may be used to create
efficiencies within the K to 12 system.
• Create a common identifier number for every student to track their performance and pathways throughout
their K to 12 education and into the post-secondary system.
• Build a user-friendly public platform with access to data and information that schools and regions can use for
strategic planning on the outcomes of the school system.


PILLAR 2: HIGH-QUALITY LEARNING AND OUTCOMES
The Commission’s consultations highlighted the importance of foundational knowledge and problem-solving skills
students need to learn, work and succeed in a rapidly changing and uncertain world. This imperative has been
magnified throughout COVID-19. High and measurable standards for learning outcomes, system-wide curriculum
implementation, and more rigorous student assessment are required for all students to realize their potential as
they engage in advanced education and the labour market.

9 Manitoba moves from among the lowest performing provinces on national and international assessments to
the most improved.
9 100% of schools have improved their student scores for literacy and numeracy and have developed clear plans
for supporting all learners.
9 The achievement gap between Indigenous and non-Indigenous students is the most improved in the country.
9 Students with special learning needs receive timely assessment, learning supports and clinical services.
9 Parents are more informed about their students’ learning and outcomes and receive information about
broader system performance.
2.1 Strengthen curriculum implementation and renewal with a focus on literacy and numeracy
Literacy and numeracy skills are the foundation of better educational outcomes, economic well-being and social
inclusion. Performance in Manitoba has much room for improvement. Based on provincial assessment, only 64%
of students are meeting expectations in literacy, falling short of the province’s target of 75%, with numeracy sitting
much lower at 55%.
To improve student outcomes, the Commission recommended focusing on deep implementation of the existing
K to 12 curriculum, including a focus on foundational knowledge, skills and abilities students should have when
they finish high school to be able to transition to advanced education, employment or other opportunities. Deep
implementation requires consistent application and support for evidence-based teaching practices. While we
acknowledge that a focus on implementation is key, it is clear from the consultations that curriculum updates also
are needed for relevant, modern and effective learning.
Priority Actions
• Appoint a Provincial Curriculum Advisory Panel to provide input into the direction of the provincial curriculum.
• Develop a new provincial curriculum framework that includes clear and measurable standards for what
students are expected to learn.
• Focus system resources towards curriculum implementation and learning at the classroom level, with a
distinct focus on four official school programs: English, Français, French Immersion and Senior Years Technology.
• Launch a Teachers’ Idea Fund to promote creativity and innovation in responding to the impacts of
COVID-19, as well as contributing to the improvement of the K to 12 system.

Other Actions
• Develop a new K-10 Science Curriculum Framework.
• Review the curriculum and credit requirement for Physical Education/Health Education for Grade 11 and 12.
• Revise the French Immersion curriculum policy to provide concrete, actionable steps schools can take to
fully implement the French Immersion program.
• Examine how to expand successful projects piloted during the pandemic, including the use of technology to
integrate French culture in classrooms.
• Communicate curriculum and learning outcomes to parents and caregivers to support their active
involvement in their child’s learning.
• Review course credit designations and graduation requirements for high school courses, including the “E”
designation of courses, designed to assist students in the early stages of learning English as an Additional
Language (EAL) to make the transition into regular Senior Years courses.
• Include EAL and Newcomer Education perspectives (language, literacy, and cultural components) as one of
the pillars within the new K to 12 Curriculum Framework so that all curriculum will embed language, literacy
and cultural components.
2.2 Improve student assessment and reporting
Student assessment provides information about a student’s knowledge and skills in relation to specific learning
outcomes defined by curriculum. Teachers use this information to identify strengths and areas for improvement
and engage parents and students as part of the learning. There are two major forms of assessment, one is not
effective without the other:
• Formative assessment monitors student learning to provide ongoing feedback that can be used by teachers
to improve their teaching and by students to improve their learning.
• Summative assessment evaluates student learning at the end of an instructional unit or term by comparing it
against a benchmark.
Currently in Manitoba, formative assessments measure students’ reading and numeracy skills in Grades 3/4 and
Grades 7/8. Grade 12 students demonstrate their learning on provincially set summative assessments in language
arts and mathematics. The most recent Programme for International Student Assessment (PISA) results are cause
for concern. Manitoba consistently ranks among the lowest across Canada on national and international student
assessments for reading, math and science. In the 2018 Programme for International Student Assessment (PISA),
15-year-old students in Manitoba were below the Canadian average, ranking ninth out of 10 provinces in
reading and ranking last in math. Just two years prior, Manitoba’s Grade 8 students had ranked last in math on
the Pan-Canadian Assessment Program (PCAP). Manitoba dropped 35 points in reading between 2000 and 2018,
51 points for math scores and 38 points for science.
“For us as Commissioners, this is not the time for excuses or continued explanations about the
performance of Manitoba’s students. We know they can do better. It is time to pay attention to
the objective assessments that currently exist and to put in place the recommendations to bring
about improvement” (pg. 32).

Priority Actions
• Implement new provincial summative assessments at Grades 3 or 4, 6 or 7, and 10, with school-level data
made available to local school communities.
• Implement a provincial report card for students with special needs to measures progress in both academic
and non-academic domains.
Other Actions
• Strengthen the implementation of classroom-based formative assessments and using provincial report card
data to measure outcomes and the competencies needed for life.
• Increase access and transparency to provincial, regional and school-level aggregate outcomes data such as
provincial tests and report card data.
2.3 Shift resources to enhance learning and inclusion in the classroom
Manitoba has incorporated a strong philosophy of inclusion within its educational system. Educators, students,
and parents alike have embraced the opportunities afforded, but there is much opportunity for improvement.
“[I]t is vitally important for our society that kids like [my son] are included in their schools and
treated with dignity. Kids who see this happening grow into adults who have never questioned
that all people have value to contribute. Unfortunately, it has been our experience that this is not
the case.” (Parent Brief)
COVID-19 has reinforced the importance of student-specific planning and the need to ensure students with
special learning needs are well understood across various spectrums: exceptional learning, social/emotional,
behavioural, sensory, physical, cognitive/intellectual, communication, academic or special health-care needs.
Improving our system will include a strategic redirection of education resources to the front lines of the system—
individual classrooms—where they will have the greatest impact on changing student outcomes. The consultations
suggest that more dialogue is needed to inform future investments and approaches.
“More PD for teachers and school leaders. Better university programming to prepare student
teachers to plan for and assess a real classroom of students, and more practical experience with
things like guided reading and math groups. More EA support for classrooms.” (Public survey)
Priority Actions
• Establish a new Minister’s Advisory Council on Inclusive Education to revitalize Manitoba’s philosophy of
inclusion, with a mandate to identify professional learning needs and enhanced classroom-level supports,
as well as strategies to ensure timely assessment, learning supports and clinical services.
Other Actions
• Review and modernize special education certificates granted by Manitoba Education to re-affirm the
provincial philosophy of inclusion and to reflect current and future system needs.
• Define a comprehensive approach to early and ongoing identification and intervention in reading, writing
and math to solidify the foundational skills necessary for future learning.
• Enhance collaboration among teachers, student services professionals and parents to facilitate early and on
going identification of learning needs and appropriate supports for children and youth with special needs,
including the most effective use and deployment of educational resources.

2.4 Increase achievement and outcomes for Indigenous students
In 2015 the Truth and Reconciliation Commission called upon jurisdictions to close the achievement gap and
strengthen student pathways for Indigenous students. In Manitoba, 51% of Indigenous students graduate on time
compared to 90% of non-Indigenous students. The Commission report highlighted the “predictive power of these
outcomes is considerably higher for Indigenous students who can expect their likelihood of graduating ‘on-time’
to increase seven-fold if they pass Grade 9 mathematics and language arts in their first year of high school” (pg.
30). Improving outcomes for Indigenous students and advancing reconciliation will require dedicated efforts.
Learning environments for Indigenous students must infuse culturally and evidence-informed strategies that
embed Indigenous ways of knowing, being and doing. Students need to see themselves reflected in the space
and in the texts they interact with by incorporating Indigenous ways of knowing and being in classrooms. This will
build a sense of community for all learners and help close the achievement gap. Indigenous curriculum should
include First Nations, Métis and Indigenous histories, cultures, traditional values, contemporary lifestyles and
traditional knowledge systems. Additionally, land-based education and the inclusion of Elders and Knowledge
Keepers are critical components of the Indigenous curriculum.
Priority Actions
• Implement an Indigenous Inclusion Strategy in partnership with the Indigenous Inclusion Directorate
Advisory Council to advance reconciliation and close the achievement gap between Indigenous and
non-Indigenous students and strengthen student pathways to success.
• Create an Elders and Knowledge Keepers in Schools Initiative to support student and teacher learning and
to promote Indigenous world views in curriculum, programs and parent, family and community engagement.
Other Actions
• Enhance age-appropriate curriculum on residential schools, Treaties, and Indigenous peoples’ historical
and contemporary contributions.
• Embed regular monitoring, analysis and reporting of Indigenous student achievement data as part of
provincial student data and reporting.
• Ensure that every principal takes concrete actions to improve the achievement of Indigenous students and
includes improvements as part of their annual school plans.


PILLAR 3: FUTURE-READY STUDENTS
Our schools are key to lifelong success by engaging students in learning, fostering innovation and creativity,
as well as supporting transitions while in school and into adulthood. Pathways to further education and
employment must reflect student and employer needs. The education system must work with partners to
holistically support needs of children and youth, including mental health and wellness and responding to the
impacts of poverty on learning.
If K to 12 education provides the foundation for students’ lives, then graduation holds the key to the future.
Even earlier, Grade 9 credit attainment is a key determinant of a student’s likelihood of completing high school.
In 2017/18, Grade 9 credit attainment was 89.5%, below the target of 93% by 2024.
We must improve graduation rates and ensure that more students have the qualifications to enter the labour
market or pursue post-secondary education, apprenticeship programs and their selected career pathways. As of
2019, 82% of students graduated; the goal is to improve to 85% by 2024. In particular, we must focus on closing
the gap for Indigenous students whose graduation rate is 51%.

9 Students are more engaged and attendance improves.
9 More students have access to provincial online, distance and remote learning platforms.
9 Students are better equipped with the relevant future-ready skills needed to succeed in tomorrow’s
workplace.
9 Students and the broader school community have access to mental health and well-being resources.
9 By 2024, 85% of students graduate, including a 20% increase among Indigenous students.
9 More students starting out in French Immersion remain in the French Immersion Program through to
Grade 12.
9 More female students, Indigenous students and Francophone students complete high school sciences,
calculus, and technology education programs.
3.1 Enhance student engagement, mental health and well-being
Experiencing the connections between learning and real life, a sense of belonging, feeling valued and being
supported are key to student success. The COVID-19 pandemic has magnified the importance of engagement
and well-being on student success and the importance of schools being equipped to provide the necessary
supports. Recent experiences with remote learning have shown that, in order to learn, students must be engaged
and actively participate in their learning. It also highlights the need for belonging and community and the
important role families and schools play in student success and well-being.
The increased demand for mental health supports throughout the pandemic has led to new innovative “non-
traditional” and informal approaches to helping families, students, and staff. This includes helplines and resources
where people can contact help through texts, chat lines, video conferences and breakout rooms. This spotlight on
the importance of mental health will contribute to a comprehensive, holistic strategy for the school community,
including mental health promotion and efforts to reduce the stigma associated with mental health issues and
improve student outcomes.

“A more holistic approach needs to happen in regards to the mental health of many students.”
(Teacher survey)
Priority Actions
• Establish a Provincial Student Advisory Council to provide youth perspectives, insights and advice to the
Minister of Education on topics that are current and emerging for Manitoba K to 12 students.
• Partner with the new department of Mental Health, Wellness and Recovery to build upon enhanced mental
health programming introduced during the pandemic.
Other Actions
• Implement Manitoba Education’s new Mental Health and Addictions Curriculum.
• Create French Language student networks to provide opportunities for connections with other French
language learners across the province.
3.2 Advance intersectoral work on reducing disparities and addressing absenteeism
A good educational foundation from Kindergarten to high school is a pathway to a better life that can break
the cycle of poverty and dependence. COVID-19 has underscored the role of schools as community hubs
that facilitate a wide range of supports and services that extend beyond classrooms. As eloquently put in the
Commission report, “There must be a focus within the educational system on both excellence and equity as these
are not polar opposites, but are two sides of the same coin” (pg. 78).
The Commission identified the necessity for the school system to work with others to leverage expertise and
resources to address the full scope of student needs and improve attendance and engagement.
“The biggest challenge I’ve faced in achieving success in school is actually being there. I know
I can do the work and listen to instructions but it’s hard to be here sometimes.” (Student comment)
“If we want our children to have healthy productive lives, if we want our society to benefit from
the contribution many of these absent children could make to our society if they had an education,
then Manitoba must figure out how to have more of our children attending school regularly.” (Brief)
Priority Actions
• Establish a taskforce, in connection to the Poverty Reduction Strategy, to examine the linkages between
poverty and education and support the implementation of strategies to improve engagement and outcomes
for all students.
• Work with intersectoral partners to improve student attendance by designing an action plan, implementing a
new provincial attendance policy and developing a system to measure, assess and respond to the root causes
that lead to chronic absenteeism, including supporting parents and caregivers in their roles.
Other Actions
• Review and update Manitoba’s Provincial Code of Conduct: Appropriate Interventions and Disciplinary
Consequences (2017) and develop a policy on the use of exclusionary practices (i.e., seclusion, suspension,
and expulsion) for all students.
• Work across government and with the education system to improve and address gaps in nutrition
programming for school-aged children, including how home nutrition programming can support families.

• Explore creative and innovative approaches to expand access to the arts in all schools, including music, visual
arts, dance, drama and other value-added community activities, to make it possible for all children to
broaden their exploration of career-related and employment-ready experiences.
3.3 Support successful student transitions into and throughout K to 12
Schools play a critical role in leveling the playing field for opportunities and supporting students and families
to navigate transitions throughout their K to 12 careers. Successful transitions create a sense of well-being
and security in the new school environment and help develop positive attitudes and emotions towards school.
Effective transition planning incorporates recognition of abilities and ensures continuity of supports necessary
for student success. This includes targeted early childhood interventions and strategies that will promote early
learning and prevent children from falling behind in the early years.
Priority Actions
• Collaborate with First Nations partners to scope options for sharing high-level student data to strengthen
transitions and mobility between federal (on-reserve) and provincial (off-reserve) education systems.
• Introduce a consistent and comprehensive approach to early years assessments with a focus on children
entering kindergarten, as well as students who have experienced disrupted learning (e.g., refugees).
Other Actions
• Explore intensive language acquisition courses to ensure credits are recognized and support a smooth
transition to post-secondary learning.
• Collaborate with First Nations partners to discuss a plan for advancing technology education and technical
vocation facilities.
• Renew interdepartmental protocols to guide school transitions including Guidelines for Transitions of
Students with Exceptional Needs from School to Community (2008) and Early Childhood Transitions to
School for Children with Additional Support Needs (2015).
• Adapt Language Arts high school credits to respond to current needs for newcomers, refugees, and other
youth who have had their learning interrupted.
3.4 Build pathways to post-secondary education, training and employment
For Manitoba’s students to compete and excel they require educational and training opportunities that are
current, engaging and responsive to labour market needs. Evolving labour markets and the demand for a highly
skilled workforce will require Manitoba to re-evaluate how we prepare students for the future of work. The recent
release of Manitoba’s Skills, Talent and Knowledge Strategy identifies ways for students build the skills, knowledge
and competencies needed to connect to jobs through access to and completion of post-secondary education,
work-integrated learning, career development and technology education in both English and French. These and
other strategies will ensure Manitobans have the right skills to contribute to a growing economy and achieve
ongoing success. Improved collaboration across K to 12 education, post-secondary institutions, employers,
training providers, adult education and government departments will align education opportunities with labour
market needs and prepare students for current and future opportunities.
Priority Actions
• Advance Science, Technology, Engineering, Arts and Mathematics (STEAM) skills through experiential
and workplace technical-vocational learning experiences. Work with partners to expand apprenticeship
programs, with a specific focus on students in Français and French Immersion programs and those who live in
rural and remote communities.

• Develop new credits and micro-credential programs to ensure successful transitions from high school to
post-secondary and/or to work experience and the labour market, including a focus on digital literacy and
digital learning.
Other Actions
• Embed career development within the K to 12 curriculum to support academic achievement and future-ready
skills, skilled trades and technology.
• Enhance guidelines to expand high school work-integrated learning and experiences, industry partnerships
and improved safety education for youth employment.
• Explore intensive language acquisition courses to ensure credits are recognized and support a smooth
transition to post-secondary learning and employment
• Pilot new initiatives to ensure female students complete high school sciences, calculus and technology
education programs.
3.5 Build a provincial system of remote learning
While virtual learning was referenced as an extension of learning in the consultations, COVID-19 has accelerated
the need to incorporate it in our modern education systems. While many schools and school divisions were
already modernizing and integrating technology in innovative ways prior to COVID-19, not all schools were equally
ready. Some faced challenges in adapting to remote learning, including students and staff alike. Remote learning
can be a tool to respond to individual learning needs and enhance access to programming. Experiences from
COVID-19 show us that more work on digital literacy, connectivity and accessible technologies are needed to
bridge the digital divide.
Priority Actions
• Develop a provincial remote learning strategy for students in Kindergarten to Grade 12.
• Launch a provincial online high school in English and French for Grades 9 to 12, including summer school,
with an emphasis on increasing the use of technology even when connectivity is a challenge.
Other Actions
• Explore the continuation of a provincial K to 8 virtual school or learning platform.
• Enhance implementation of the Provincial Remote Learning Framework and principles to guide the ongoing
development of remote learning and teaching.

PILLAR 4: EXCELLENCE IN TEACHING
AND LEADERSHIP
There is a foundational relationship between high-quality learning, high-performing education
systems and high-quality teachers and leaders. “Most helpful thing in achieving success is
having teachers who actually care.” (Student comment)
As stated in the Commission’s report, educators are preparing the next generation of citizens, leaders, and
solution finders which comes “with immense responsibilities and public cries for accountability in the profession”
(pg. 9). Efforts to improve Manitoba’s education system must ensure that teachers are highly trained before they
enter classrooms and engage in quality professional learning throughout their careers.

9 Teachers, staff and school leaders have the professional learning they need for excellence and satisfaction.
9 Teachers are recognized by professional excellence standards and practices.
9 Principals have a focused leadership role within the school community that supports teacher professional
learning, parent engagement and student learning.
9 Schools are fully staffed with highly skilled professionals who are representative of and knowledgeable about
the school communities they serve.
4.1 Establish professional standards and a regulatory framework to guide teacher training
and professional practice
Teachers have a high impact on student achievement and outcomes. The Organisation for Economic Co-operation
and Development (OECD) claims that the highest performing education systems prioritize the quality of teachers
over the size of classes (2018). The standards governing the teaching profession help ensure student protection
while promoting quality and excellence within the profession. During its consultations, the Commission heard that
the most effective way to recognize teachers as professionals who are accountable to the public is to establish a
regulatory body to oversee the profession. There are various practices across the country. Ontario, for example,
has a College of Teachers and Saskatchewan currently has the Professional Teachers Regulatory Board. British
Columbia, Alberta, and Nova Scotia do not. Further consultation and planning are needed to determine the
best approach.
Priority Actions
• Develop teaching and leadership standards for professional practice and conduct that will guide teacher
education, practice, evaluation and ongoing professional growth.
• Undertake a review of regulatory frameworks for strengthening the teaching profession and promoting
high standards of teaching and leadership, including professional development, teacher education programs,
certifications, fitness to practice, and discipline of certified teachers, including scoping for a Manitoba
College of Educators or equivalent regulatory body.
Other Actions
• Consult on the development of a provincial framework for the ongoing professional development and

evaluation of teachers and school administrators, including observation of teachers by administrators with a
requirement for the development of action plans for improvement.
4.2 Create a provincial framework for professional learning
Supporting high-quality professional learning for teachers and school staff from pre-service to new hires and
ongoing development is essential to improving the education system. During consultations, participants raised
questions about the quality and relevance of professional learning for teachers, staff and school leaders. Manitoba
Education funds just over $7 million annually towards professional learning. A framework that builds on the
successes of virtual professional learning experiences through the COVID-19 pandemic will expand opportunity
and reach more teachers. Best practices for professional learning must be considered, including a strong focus
on job-embedded learning, access to on-demand resources, individualized approaches, as well as collaborative
planning with colleagues, mentors and instructional coaches through professional learning communities.
A new professional learning framework will address the evolving needs of today’s educators, equipping
them for the complexities and demands of any Manitoba student community. Areas of focus will include the
implementation of specific curricula (e.g., Mathematics, Language Arts, others), transferable competencies
students will need upon graduation to be Future-Ready, the competencies and practices required to support
students with special needs, human rights, trauma-informed pedagogy, the effective integration of Indigenous
content and histories, and teaching English
as an Additional Language students.
Priority Actions
• Conduct a review of funding designated for professional learning assessed against best practices, results,
and a more flexible model that can be tailored to individual needs.
• Create an innovative and results-based professional learning framework that addresses learning needs
for school staff across the continuum of pre-service, new hires and ongoing development.
• Provide sustained professional development for the implementation of K to 8 Mathematics and
K to 12 Language Arts curricula.
Other Actions
• As part of a professional learning framework, develop and implement a provincial strategy that supports new
teachers in the first five years of their career.
• Develop a system to provide all Manitoba teachers the opportunity to experience continuous upskilling in
areas of digital literacy.
• Develop effective approaches to enhance teacher development in the area of newcomer/English as an
Additional Language (EAL) education in pre-service, first five years, and ongoing learning.
• Explore increased opportunities for on-site practical opportunities for pre-service students.
4.3 Enhance school leadership
The role of the principal is second only to the role of teachers in terms of school-related factors that impact
student learning. The importance of this role will be enhanced with a new emphasis on school governance and the
establishment of school community councils.

The K to 12 Commission speaks to “principal work intensification,” highlighting the complexity of their role as
instructional leaders with managerial tasks. As leaders of their school community, principals need to operate
clearly within the management domain—removed from the real or perceived conflict of interest that currently
exists with management and employees in the same union.
Priority Actions
• Develop a new provincial school leadership framework to strengthen the role of school principals and
vice principals as instructional and school leaders who are well equipped to support diverse school
community needs, engage parents and drive improvement at their schools.
• Work with principals and vice-principals to facilitate their ongoing professional learning needs.
• Remove principals and vice-principals from teacher bargaining units while including an option for
returning to classroom teaching to remain in the teacher union and thereby protect their seniority, pension,
benefits and other entitlements.
Other Actions
• Explore the supports principals need to be successful in their role as education leaders including a review of
business functions at the school level, including maintenance, operations, accounting and financial roles of
principals to enable them to focus on school leadership, teaching, learning, parent and community
engagement, school management and school effectiveness.
• Review and bring forward recommendations for the annual school improvement plan.
4.4 Focus on recruitment, retention and workforce planning
We need to build up our education workforce to support better student outcomes. Workforce disparities
exist throughout the province at all levels of the education system from teachers with subject area specialities,
Indigenous and French language teachers, school leaders, clinicians, trained support staff and certified bus
drivers. The Commission highlighted specific demands in the industry for an increase in math, chemistry, physics
and French educators in particular. A strategy is needed to address these workforce gaps so all students have
equitable access to resources and programming across the province. Efforts to attract and retain professionals
who both work and live in rural and northern regions must be a priority, including the exploration of further
incentives and recruitment strategies.
Priority Actions
• Work across governments, faculties of education and within the K to 12 system to create a comprehensive
school staff recruitment and retention strategy to address workforce needs in rural, remote and northern
communities, and address limited supplies of French language and Indigenous languages teachers.
• Coordinate enhanced training opportunities for Educational Assistants, including French Educational
Assistant certification.
• Establish a provincial table teacher bargaining framework.
Other Actions
• Explore the use of math specialists in schools to improve numeracy learning and performance.

CHARTING THE PATH FORWARD
While the path is set for the governance structure to be implemented by July 1, 2022, other aspects of the plan
will require further engagement with students, parents, teachers, staff, school leaders, education stakeholders,
post-secondary institutions, members of the First Nations School System, other indigenous organizations,
Manitoba’s Francophone community, community groups, municipalities, Hutterian colonies and the larger
business community.
To kick off the development of a full Better Education Starts Today roadmap to be released by September 2021,
we are taking immediate action as follows:
• Consulting with parents, existing advisory councils and schools on the role parents can and should play in
general, and on School Community Councils specifically.
• Consulting with the school community and education stakeholders on priority actions.
• Issuing calls for proposals for larger scale initiatives, including curriculum implementation, updates to the
provincial assessment framework and developing a new funding model.
The Commission identified a sense of urgency in improving student achievement in Manitoba schools. This must
become the shared mission of all those involved in the education system. Becoming the most improved education
system in Canada will not happen overnight, and government cannot do it alone. The pandemic has shown the
important role all stakeholders play in ensuring successful learning and outcomes for students.
We thank the Commission members for their hard work and dedication as they set out a path towards
improving educational outcomes in Manitoba. We share the Commission’s optimism for improvement in
student achievement and for the future of education in this province. Our children’s success is indeed
Manitoba’s future. We are ready for the change.
For more information, please visit www.bettereducationmb.ca

APPENDIX A: ONE YEAR LATER: LEARNING FROM
COVID-19 TO SHAPE THE FUTURE OF EDUCATION
Overview
COVID-19 has drastically changed the way we work, learn, and interact with others. Schools are no exception.
The impact of school closures and disrupted learning has been significant since schools serve the intellectual,
social, emotional, and physical needs of children. Schools also serve as integral sources of support and community
hubs, especially for those living in vulnerable circumstances, those experiencing mental health challenges or those
with special learning needs. The pandemic has reminded us of the important economic role schools play, not only
in educating the future workforce, but also in enabling parents and caregivers to work.
This past year has pushed the education system to adapt and innovate at an accelerated pace. Throughout this
unprecedented time, we have witnessed enormous commitment and dedication among education stakeholders
and partners. We must also recognize the toll it has had on all members of the school community and, therefore,
must find ways to sustain improvement and restore where needed.
Informed by our engagement with our system partners over the course of the pandemic, the following are key
lessons learned from COVID-19 that will help to inform and shape the future of education:
1. With 37 different governing bodies it was difficult to be agile and respond quickly, yet that is what Manito
bans expected and needed. Combined with longstanding inequities in funding, resources and prioritization,
the result was vastly different experiences and resources for parents and students across the province. We
need a consistent and unified provincial education system that provides similar levels of service no matter
where families live.
2. Parents and caregivers played an important role during COVID-19, yet they struggled to access information
about changes and to inform and influence decisions. We must sustain parent engagement by providing
consistent tools and processes for them to inform student success at the school level and in the system as
a whole.
3. A lack of consistent, province-wide data made real-time planning and decision making difficult, undermining
our ability to innovate and continuously improve and to allocate resources where they are needed most.
4. Inconsistent technology and technological capacity across divisions and schools undermined the ability to
teach, learn, innovate, problem solve and maintain human connections in a virtual world in a consistent and
reliable way. We must have adequate and consistent technology and internet access across the province, as
online learning has a place in our education system and is here to stay.
5. COVID-19 affected student engagement and learning differently, and a one-size-fits-all approach will not
work now or for the future.
6. Mental health and well-being are important for everyone and must be at the forefront of planning for the
school community.
7. Teaching and learning have evolved and can change for the better by bringing the best from this experience
forward and continuing to innovate.
8. Our education system is resilient, and we need to build on this as a foundation for modernizing the
K to 12 education.

Key Lessons Learned
1. With 37 different governing bodies it was difficult to be agile and respond quickly, yet that is what
Manitobans expected and needed. Combined with longstanding inequities in funding, resources and
prioritization, the result was vastly different experiences and resources for parents and students across
the province. We need a consistent and unified provincial education system that provides similar levels
of service no matter where families live.
In spite of a strong commitment to work together the complex structure of education in Manitoba made this
time challenging. Throughout the pandemic, there have been calls for consistent communication and provincial
standards. Once the standards are set, we can focus on student learning, instead of navigating uncertainties. The
pandemic highlighted that system-level planning is needed to address long-standing disparities created by out-
of-date funding models, recruitment challenges and differential access to resources in rural, northern, and remote
communities. A unified system working together in the best interests of Manitoba will help us achieve results
beyond the pandemic.
While more consistency is required, this should be balanced with local flexibility. We saw benefits when school
systems and school leaders were able to identify the needs for their local community and develop strategies in
response to these needs. This highlights the central role that schools play and the need to ensure strong school
leadership to put students first.
2. Parents and caregivers played an important role during

COVID-19, yet they struggled to access information about Parents have an
changes and to inform decisions. We must sustain parent important collective
engagement by providing consistent tools and processes for voice in education
them to inform student success at the school level and in the
In June 2020, 30,538 parents
system as a whole.
participated in an online school
Parental involvement in education is vital to building a nurturing, safe
re-entry survey to share their views
and engaging learning environment for children both in the home and on students returning to in-class
in the classroom. Research is clear that parent engagement leads to learning and experiences with the
student success. Throughout the pandemic, parents and caregivers spring 2020 remote learning.
have taken on a bigger role supporting their children’s learning at
home while balancing changes in their own work and personal lives.
The use of technology has made parent engagement more accessible
and flexible for many (e.g., virtual parent-teacher conferences and apps shared with students and parents alike).
However, there are areas for improvement, most notably for parents of French Immersion students. Parents
struggled to access information about changes and to inform and influence decisions. Parents have shown that
they have a lot to contribute and the pandemic has reinforced the vital role they play in creating nurturing, safe
and engaging learning environments. We must provide consistent tools and processes for parents to continue
their engagement with education.
3. A lack of consistent, province-wide data made real-time planning and decision making difficult,
undermining our ability to innovate and continuously improve and to allocate resources where they
are needed most.
Reliable, relevant and accessible student data is key to effective decision making. Existing data limitations
resulted in multiple, siloed and labour-intensive requests to schools and school divisions in efforts to understand
the health of our system and the impacts of changes implemented throughout the pandemic. This made timely

and effective decision making difficult. There was also demand from the public for transparent information, yet
much of the time information was only available at the school or division level. We need a consolidated system to
collect information to show communities how their schools and divisions are performing, whether it is focussed on
the health of the system or student outcomes and attendance. This will contribute to a more transparent K to 12
system across the province that is focused on improvement and help build public confidence.
4. Inconsistent technology and technological capacity across divisions and schools undermined the ability
to teach, learn, innovate, problem solve and maintain human connections in a virtual world in a
consistent and reliable way. We must have adequate and consistent technology and internet access
across the province, as online learning has a place in our education system and is here to stay.
While many schools and school divisions across the province were well on their way to modernizing and
integrating technology in innovative ways before the arrival of COVID-19, not all schools were on equal footing,
and some have faced challenges in adapting to remote learning.
In addition to highlighting our reliance on in school and face-to-face delivery of education, the pandemic
has alerted us to how much technology can enable remote and online learning. It is also clear that there are
opportunities to see system efficiencies by developing a single, provincial model of remote learning versus
duplicating efforts across the system.
It is clear that connectivity and access to technology critically

affect the ability to teach, learn, innovate, and maintain
connections. As education systems are adapting to new realities
Early in the suspension of in-class
in the face of COVID-19, remote learning is quickly becoming an
learning, a scan across school divisions
of the number of students with limited integral part of modern education. While technology will never
or no technology revealed that replace a teacher, it can augment teacher effectiveness and
approximately 6 percent of the student there is a role for technology for both at home learning and in
population had technology challenges. the classroom.
This represents over 10,000 students.
In Northern school divisions, this The experience of the pandemic demonstrated that access to
percentage increased to 33 percent. technology and the Internet is essential to ensuring equity in
education. When students do not have adequate access to
technology, it affects their remote learning experience and their
engagement in their learning. Access to technology will continue
to be an essential part of student learning post-COVID-19, which means that all students will need reliable access.
Bridging the digital divide will also require greater emphasis on digital literacy.
This digital divide was also evident across teachers and school staff. The shift to remote learning in the spring
highlighted immediate needs to increase professional learning related to online platforms and effective remote
learning approaches. Many needed to overcome steep learning curves of their own before confidently providing
meaningful remote learning experiences and assessment to students. While more staff are aware of their
potential, ongoing investments and supports are required.
Despite the rocky start to remote learning in the spring of 2020, and persistent challenges related to access and
connectivity, online learning has worked well in many ways for many students. Remote learning has provided
new opportunities for students to work with their teachers on learning plans that reflect their home learning
environments and individual needs. Online options provide greater flexibility and enhanced access to programming.

While we will never remove the need for in-person learning, particularly hands on learning with peers and
educators, expanding access and capacity for high-quality remote learning improves our resilience moving out
of the pandemic and provides greater flexibility and opportunity for student engagement.
5. COVID-19 affected student engagement and learning differently, and a one-size-fits-all

approach will not work now, or for the future.
Notwithstanding the resilience of Manitoba educators and
students, COVID-19 disruptions have had an impact on student
learning. There was a loss of instructional time because of school
Impact on home
closures in the spring of 2020 and the need to implement remote schooling enrolment
and blended learning strategies in the current school year in Over 4,000 students enrolled represent-
order to achieve health and safety measures. ing a 188% increase from 2019/20.
Given the critical role that schools play in the lives of students, Impact on Nursery/
families and communities, school closures and disruptions have Kindergarten enrolment
had far-reaching consequences. The pandemic has also shone a
28.8% decrease in enrolment in the
light on pre-existing inequities, displaying them more clearly than
2020/21 school year.
ever before and in some cases exacerbating them.
Changes in the way learning occurs and varied student

engagement during this time means that the impacts on learning
have varied considerably. As a result, understanding the impacts of COVID-19 must be student-specific so
that recovery learning can be responsive to the needs of individual students. Going forward, listening to and
effectively engaging students in how best to meet their needs will be critical to helping them succeed. We also
need a specialized focus on advancing French language education priorities, as well as addressing the disparities
affecting indigenous students, newcomers, and children living in poverty.
It became evident early in the pandemic that, regardless of the level of restrictions, students with special
learning needs and those at risk, needed the option to attend school in-person to receive the supports and the
supervision they need to learn. When students with special needs are learning virtually or outside of the school
setting it can be very difficult for educators to deliver the specialized supports they require.
The importance of student-specific planning was amplified, and this highlights the need for the engagement of
families in planning. Some opportunities did arise. For example, clinical services such as speech/language therapy
benefitted in some ways from remote learning because of the necessity of parents being present during the
virtual sessions and thereby increasing parental involvement.
6. Mental health and well-being are important for everyone and must be at the forefront of planning for
the school community.
Many youths have reported a decrease in their mental health during the pandemic. Children feel isolated without
their peers. While in remote learning, students have not had opportunities for day-to-day interactions with their
friends, and in-school supports for mental health may have not been as available to them. The social and
emotional benefits of schools for children cannot be understated.

Although Manitoba teachers, staff and leaders are very capable and inspiring professionals, many have
experienced a toll on their own health and well-being from their struggles to ensure their students continue to
receive a quality education. These challenges have reinforced the value of implementing a mental health strategy
for students and the entire school community.
COVID-19 has elevated the mental health discourse. Everyone in one way or another has personally felt the
effects of isolation, sacrifice, fear, loss or fatigue because of this pandemic. Because of the growing demands for
mental health supports, as well as because of the heightened pandemic restrictions, there are new innovative
“non-traditional” and “less formal” approaches to helping families, students, and staff to cope with mental health
concerns through the pandemic. These include helplines, resources for parents, peer groups, etc., where people
can contact help through texts, chat lines, video conferences and breakout rooms. This increased awareness
and broader understanding will establish the foundation going forward towards building a more comprehensive
mental health strategy for the entire school community.
7. Teaching and learning have evolved and can change for the better by bringing the best from this
experience forward and continuing to innovate.
Disruptions to in-class learning meant that many schools had to focus teaching on core curriculum, limiting
electives and suspending the practical hands-on learning for some courses and programs. COVID-19 has
reminded us of the importance of ensuring students have foundational knowledge as well as critical, creative
and problem-solving skills necessary to learn, work and live in a rapidly changing world where information and
misinformation can be difficult to discern. The ability to adapt to and thrive in different situations, along with
persistence, have gained renewed recognition as important life skills during these months of the pandemic. It will
be important to reflect on what makes up curriculum, how curriculum is implemented, what changes are needed
and how students are assessed to ensure students transition out of school with the skills, knowledge and abilities
to face the challenges and opportunities of today and tomorrow.
The challenges with remote learning reminded us that powerful learning can only happen when we are engaged,
energetic and focussed. Manitoba’s new Remote Learning Framework highlights guiding principles for teaching
and learning that reflect a commitment to students. Specifically, that student learning and well-being are
enhanced when:
• students feel like they belong to a community in which everyone is valued, accepted and supported.
• students have a sense of efficacy in their ability to demonstrate progress and achievement in an
online environment.
• students feel a sense of autonomy and responsibility fostered through student voice, self-regulation
and metacognition.
With this renewed focus on fostering more engagement in learning and creating opportunities for students to
co-create the learning there is plenty of opportunity for innovation to support teaching and learning excellence.
A good practice has been to reduce screen time and emphasize learning opportunities that focus on creative
and critical thinking, problem-solving, collaboration and communication. These types of learning opportunities
emphasize global competencies—knowing where we fit in the world and how we interact with others to create an
inclusive and sustainable future for all.
Planning for a modernized classroom might consider alternatives to the current models of education where
student learning is focused in classrooms for hours upon hours with few breaks. Learning is a social endeavour

and opportunities for learning and thinking together along with high yield teaching strategies underscore the
importance of the classroom for social interaction with teachers and peers.
As teachers adapted to varying and changing models of blended learning (in-class and remote), the importance
of collaborative time to plan with peers has been reinforced. To advance excellence in teaching, we need to
rethink how professional learning can be improved, with a focus on learning that is job embedded, on demand,
collaborative and individualized. Virtual learning opportunities also ensure that all teachers and staff get
professional development opportunities when they need them, rather than waiting for traditional workshop or
seminar sessions. Virtual learning opportunities quickly grew and responded to teachers’ immediate needs,
providing affordable, flexible and accessible options that will continue well beyond the pandemic.
8. Our education system is resilient, and we need to build on this as a foundation for modernizing the
K to 12 education.
In spring 2020, Manitoba’s education system pivoted quickly in response to the changing public health situation,
and administrators, educators, families, and students quickly prepared for a new way of learning. Quick actions by
everyone in the system ensured that students continued to learn. People at different levels stepped up, learned
new technologies and processes and became experts on topics they had not heard of pre-COVID-19. COVID-19-
related health and safety measures in the classrooms changed everything about what students and families had
come to expect.
These experiences pushed people to develop new skills and expand creativity and resourcefulness. Teachers, staff
and school leaders provided opportunities for students to connect with one another like creating Minecraft clubs,
integrating movement breaks and applying strategies to build student confidence.
The crisis reinforced the value and importance of communication, transparency, collaboration and flexibility
among stakeholders within the school system. The resilience and collaboration have been impressive and are a
foundation to build upon as we plan for education recovery and a new post-pandemic world.
Summary
The pandemic has highlighted challenges, opportunities, and strengths. Every day throughout the pandemic
students, families and teachers have learned to adapt in creative ways to support continued learning and
engagement in learning. The value of connectivity, communication, collaboration and cohesive approaches cannot
be understated in reflecting on these COVID-19 learnings and will be key in planning for the future. But it goes
without saying that we are still in the midst of the pandemic. Our priority must be in operating safe schools so
learning can continue. We must continue to work together to:
• protect health and safety for the entire school community
• restore what has been lost
• sustain the things that have changed for the better
• address the challenges that have come to light to build a stronger and future-oriented education system

APPENDIX B: OVERVIEW OF NEW
GOVERNANCE MODEL
New Legislation
Bill 64, The Education Modernization Act, brings forward significant, needed changes to the education system.
A new provincial governance model will be implemented by July 1, 2022, giving time to transition to our new
modernized educational system. It will have strong parental involvement at the school level and more student and
parental engagement in the design and oversight of the overall education system. The Public Schools Act, which
is over 100 years old, requires a rewrite to achieve the transformation proposed for the education system. Bill 64
will establish The Education Act that will incorporate the following statutes: The Public Schools Act; The Education
Administration Act; and The Community Schools Act.
More Parental Engagement and School Community Councils

In recognition of the importance of local voice in education, Bill 64 incorporates a number of changes to increase
parental and community engagement by replacing informal parent councils with a School Community Council
(SCC) for every school. The role of the School Community Council is to advise the school principal on school
matters, including the needs of the community it serves and strategies for improving student achievement and
well-being. All parents and caregivers of that school community will be members and they will elect an executive
to work with the principal on matters impacting the school community. This will require a renewed emphasis on
engaging parents and communities so that they are reflective of the diversity of schools.
Provincial Education Authority

A Provincial Education Authority will be established to oversee K to 12 education across 15 regions throughout
Manitoba, along with a consolidation of shared services like procurement, IT and workforce planning—saving
money that will be reinvested directly into classrooms. The Provincial Education Authority Board will report to the
Minister and include at least two elected parent representatives appointed by the Minister from the provincial
advisory council.
The 15 new regions, plus DSFM, will replace 37 separate school divisions. Once the new governance model
has been implemented, the new regions will be as follows:
New Regions
Winnipeg, St. James-Assiniboia, Louis Riel,
Garden Valley, Western
Pembina Trails, Seven Oaks and River East Transcona
Frontier, Kelsey, Flin Flon and Mystery Lake Evergreen, Lakeshore
Beautiful Plains, Park West, Rolling River Interlake, Lord Selkirk
Mountain View, Swan Valley, Turtle River Hanover
Fort La Bosse, Southwest Horizon, Turtle Mountain Sunrise, Whiteshell
Brandon Seine River
Portage La Prairie, Pine Creek Border Land, Red River Valley
Prairie Spirit, Prairie Rose

Directors of Education will lead the delivery of K-12 education in the 15 newly established regions. They will work
as part of a unified system under the Provincial Education Authority, while facilitating regional variation and local
voice in the education experience in consultation with their local communities. It is expected that much of the
provincial education authority’s administrative duties will be carried out by the Director of Education within
each region.
DSFM
The Francophone school division will remain as currently structured with additional reporting requirements and
new authorities for the Minister of Education. An elected trustee will also be appointed by the DSFM to sit on the
provincial advisory council. The department recognizes and respects that the French language is a vital
component to Manitoba’s francophone community and is committed to meeting its obligations under the Charter
to protect minority language rights. By continuing the DSFM governance structure and exempting them from key
components of The Education Act and Bill 45, minority language rights under section 23 of the Canadian
Charter of Rights and Freedoms are properly contemplated in Manitoba’s education statutes, including the right
to instruction, the right to facilities, the right to a measure of management and control, and the right to an
education of a quality comparable to that provided to the majority.
With this future state in mind, Manitoba Education will no longer include direct service delivery. Instead, the
department will focus on oversight of the education system, including responsibility for policy, planning,
accountability, and funding. The department is already engaged in a process of internal transformation,
adjusting roles and responsibilities towards our future state.
Provincial Advisory Council on Education

One member of a School Community Council from each of the 15 regions will be elected to the Provincial
Advisory Council for Education, along with an elected trustee from DSFM. This advisory council will provide the
Minister of Education with direct parental advice on matters relating to the education system. It will ensure that
the Minister is able to take local considerations into system strategic planning and decision making.

PUTTING STUDENTS FIRST

Better Education Starts Today Putting Students First

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BETTER

BETTER EDUCATION STARTS TODAY STRATEGY 1

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Our government committed to reviewing and renewing our education system.

We need a provincial system that is consistent, efficient and focused on student

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The Commission was tasked with conducting public consultations and

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Lessons Learned from COVID-19

See Appendix A for more details.

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GOVERNANCE AND HIGH-QUALITY

Build a consistent and Improve learning and

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What Will Success Look Like?

A Special Note to Students and Parents

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1.3 Enhance performance measurement, data and analytics to drive results

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What Will Success Look Like?

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2.2 Improve student assessment and reporting

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2.3 Shift resources to enhance learning and inclusion in the classroom

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What Will Success Look Like?

3.1 Enhance student engagement, mental health and well-being

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3.2 Advance intersectoral work on reducing disparities and addressing absenteeism

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3.3 Support successful student transitions into and throughout K to 12

3.4 Build pathways to post-secondary education, training and employment

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3.5 Build a provincial system of remote learning

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What Will Success Look Like?

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4.2 Create a provincial framework for professional learning

4.3 Enhance school leadership

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4.4 Focus on recruitment, retention and workforce planning

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For more information, please visit www.bettereducationmb.ca

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2. Parents and caregivers played an important role during

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It is clear that connectivity and access to technology critically

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5. COVID-19 affected student engagement and learning differently, and a one-size-fits-all

Changes in the way learning occurs and varied student

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