About Me

Adam Dyck

Hi, I’m Adam Dyck. For almost twenty-five years, I’ve had the privilege of working with students and educators across early, middle, and senior years, along with vocational programs, here in Winnipeg. I care deeply about inclusive education and believe that leadership is most meaningful when it’s grounded in moral purpose. Much of my work has focused on bringing teachers together, strengthening our collective confidence, and aligning our practices with what truly helps learners succeed.

My Pathway

As the principal of École Robert H. Smith School, a thriving French Immersion school in the Winnipeg School Division, I have led professional learning communities that translate evidence into classroom practice. Our work has centered on teacher clarity, assessment-capable learning, and feedback — high-impact strategies that empower students and strengthen teacher agency.

1

Relational Leadership

Building trust and belonging through authentic connections and shared purpose

2

Research-Driven

Translating evidence into classroom practice through professional learning communities

3

Data-Informed

Using data as a narrative to guide inquiry and ensure every learner is supported

Previously, as vice-principal at both a Nursery-to-Grade 9 inner-city school and a large technical vocational high school, I learned to lead with empathy and precision, balancing the complexity of diverse needs with a commitment to data-informed improvement. I have seen how coherent professional learning systems can transform schools, not through compliance, but through collective purpose.

Core Philosophy

My leadership is relational, research-driven, and data-informed. I believe that improvement begins with evidence, not assumption. Through the systematic use of data, from classroom assessments to divisional indicators—I have helped teams identify trends, set meaningful goals, and monitor the impact of their work. I view data as a story about students, teachers, and systems: a narrative that guides our inquiry, clarifies our purpose, and ensures every learner is seen and supported.

Circle of Courage

My work is deeply influenced by the Circle of Courage and its principles of belonging, mastery, independence, and generosity. Sustainable improvement begins with belonging: when people feel connected, capable, and valued, they are more willing to take risks, to learn, and to lead.

Graduate Studies

I am currently pursuing graduate studies through Brandon University, focusing on instructional, collaborative and inclusive leadership as a moral imperative in inclusive schooling, and exploring how we move from specialized programs to programming for all.

Educational Background

01

Master of Education (In Progress)

Educational Leadership, Brandon University, Canada. Focus on instructional, collaborative and inclusive leadership.

02

Bachelor of Education

Senior Years Science, University of Calgary, Canada

03

Bachelor of Science

Majors in Psychology and Biology, Minor in Chemistry, Lakehead University, Canada

04

Diploma in Mechanical Engineering Technology

Partial completion (75%), Lakehead University, Canada. Coursework in applied design, systems analysis, and technical drafting.

Leadership in School Improvement

Systems Coherence • Data-Driven Planning

1

Principal, École Robert H. Smith School

French Immersion N–6. Led professional learning cycles focused on teacher clarity, assessment-capable learners, and feedback; aligned school planning with the WSD Strategic Plan and Standards for Appropriate Educational Programming (2022).

2

Vice-Principal, Tec Voc High School

Technical Vocational 9–12. Collaborated with industry partners to expand pathways for underrepresented learners and led PD on disciplinary literacy and inclusive practice.

3

Vice-Principal, Keewatin Prairie Community School, N-9

Implemented trauma-informed and restorative practices, improving attendance and engagement in a complex, high-needs community.

4

Teacher, PD Chair, Kelvin High School

Triple-Track High School. Authored and implemented the Continuous Improvement Plan for a diverse, multi-stream setting emphasizing literacy, inclusion, and engagement.

Four Schools, Four Plans

Authored or co-authored Continuous Improvement Plans for four schools—a triple-track high school, a technical-vocational high school, an inner-city N–9 school, and a French Immersion N–6 school—each aligned with division strategic priorities.

Community Partnership

Collaborated with the WSD Board Liaison to renew the RHS Parent Council Constitution, rebuilding trust and partnership between school and community.

Identity & Current Focus

Inclusive Leadership • Métis Identity • Graduate Research

A proud Métis leader, actively reconnecting with my heritage and embedding Indigenous perspectives into professional learning and inclusive leadership. This ongoing reconnection grounds my leadership in humility, reciprocity, and moral purpose.

Currently completing a Master of Education (Brandon University) in Instructional Leadership and Inclusive Education, focused on moving schools from programs to programming through operationalized inclusive practices. My graduate research continues to deepen my vision of leadership as the moral work of building systems where everyone belongs and learns.