Reg Lavergne is the Superintendent of Program Services for the OCDSB. Within this role, Reg supports all curricular areas (excluding math) from Kindergarten to grade 12. Additionally, he supports all Student Success programming, working to ensure that students can make the connection between their life, learning, and pathway goals.
Reg Lavergne’s career has been a testament to his adaptability and versatility. He has served students from Kindergarten to grade 12 in a variety of educational settings, including rural, urban, large, small, adaptive, and community schools. His roles have ranged from teacher to department head, vice principal, and principal. He has also served as the System Principal of Student Success, Innovation, and Adolescent Learning, showcasing his ability to excel in diverse educational environments.
Earning his Doctorate in Education (EdD) in Educational Leadership, Reg researched and explored the practical application of leading change, specifically looking at the importance and impact of embedding student voice within their learning, wellbeing, and pathway planning. In researching and writing his dissertation titled “Learning: What Counts and Who Decides?”, Reg applied leadership, change management, communication, and student voice frameworks to provoke consideration of expanded ways of building authentic learning experiences with students, especially those who do not see themselves within traditional learning models and approaches.
His learning is realized through his work with staff and students at the OCDSB as he looks for and develops learning approaches that intentionally seek student voice such that their voice helps build their learning experiences. This approach draws unheard voices into the conversation and empowers them to help shape and drive their learning experiences. This work helps us expand what learning looks like, how students participate in learning, and how each student’s experiences are counted as part of learning. Reg believes that it is essential that learning builds foundational knowledge and skills while intentionally making a connection between a student’s life, learning, and pathway goals. His learning sparked the development of the Authentic Student Learning Experience (ASLE) framework, formalizing the connection between life and lived experiences, formal learning, and achieving student hopes, wishes, and dreams.
Reg’s passion for learning, questioning, and evolving learning practices is connected with his ultimate goal of evolving learning practices to make a positive and meaningful difference in the lives of children.
Reg’s Portfolio Includes:
- Student President’s Council
- Student Senate
- Student Success