South Slave Divisional Education Council
| South Slave Divisional Education Council | |
|---|---|
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| Location | |
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Fort Smith, Northwest Territories, X0E0P0 Canada |
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| Information | |
| Funding type | Public |
| Superintendent | Curtis Brown |
| Chairperson | Ann Pischinger (Chair, South Slave Divisional Education Council) |
| Grades | K-12 |
| Language | English, Chipewyan, South Slavey, French, Cree |
| Website | www |
The South Slave Divisional Education Council (SSDEC) is the organizational entity responsible for the administration of public schools within the South Slave Region of the Northwest Territories, Canada. Its responsibility includes all schools within the five communities of the South Slave (with the exception of École Boréale in Hay River). Specifically, it is responsible for schools in the communities of Fort Resolution, Fort Smith, K'atl'odeche First Nation, Hay River, and Lutselk'e. Although considered part of the South Slave Region by other departments of the Government of the Northwest Territories, the communities of Fort Providence and Kakisa are served by the Deh Cho Divisional Education Council and not the SSDEC.
The South Slave Divisional Education Council (SSDEC) was created in 1991 alongside five local District Education Authorities (DEAs) in each of the major communities of the South Slave Region. These five DEAs are responsible for setting Council goals and priorities, while the SSDEC is responsible for implementing their decisions within the schools. Both the SSDEC and the five community DEAs are granted power by the Government of the Northwest Territories through the Education Act.
While technically within the regional mandate of the SSDEC, the following communities do not host schools for a variety of reasons:
In an effort to improve literacy outcomes in the region, the SSDEC began implementation of its Leadership for Literacy initiative in 2007. The initiative placed a Literacy Coach in each of the eight schools in the region, providing job-imbedded professional development to teachers and training them on research-based skills and strategies to aid in student achievement. The initiative has also moved away from the summative evaluation of students in favour of more frequent formative evaluations so that "instruction can be tailored to the needs to individual students".
Since its implementation, the initiative has seen literacy scores across the region rise significantly, from "less than 50 per cent" in 2005-2006 to 76 per cent in 2011-2012. The Canadian norm is 77 per cent.
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