Gearing Up!

Recapping and Revisioning

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Year of Family Preview

The "Change" Agent

Seinfeld: Emotional Intelligence - Self Management

So...How Can WE "Change it Up"...?

Before we "fall" into usual routines and comfortable ways of doing things let's challenge ourselves by asking a few questions:

What does it mean for each of us to be a teacher...an educator?
How have we prepared ourselves to teach?
What do we value? Do our daily experiences reflect these values?
What do our actions reflect?
What are the convictions that drive us?

If we begin by asking ourselves these questions as they relate to our daily pursuits, we too can move outside our comfort zones, because that is where the "magic" happens.

Not SLIPping down the slope

In order for us to make meaningful gains in relation to REAL School and Learning Improvement Planning, we need to look critically at how what we do affects what we achieve.


SLIP GOALS:

1. If we establish structures and supports to augment classroom learning and to improve student engagement, then our literacy and numeracy scores will rise to meet board achievement levels and pass rates


2. If students are explicitly taught and regularly and use self-assessment skills to monitor, improve, and communicate their learning and progress within the context of the Ontario curriculum and Catholic Graduate Expectations, then we will have an improvement in students' ability to self-regulate and develop healthy habits of mind, thereby improving student achievement and well-being.

Looking Back to Move Forward

Back in June, we spent some time reflecting on our progress as a learning community as it relates to school learning and improvement planning (SLIP) and school effectiveness (district review)


results are in-



According to staff responses, the following areas require movement from the Early Implementation phase to the Implementation and Routine Use phase:

  • During learning, timely, ongoing, descriptive feedback about student progress is provided based on student actions and constructed success criteria’

  • Students are explicitly taught and regularly use self-assessment skills to monitor, improve, and communicate their learning within the context of the Ontario Curriculum

  • Teaching and learning in the 21st Century is collaborative, innovative and creative within a global context.

  • Learning opportunities, resources and supports are provided to help parents support student learning and have productive ongoing parent-teacher-student conversations.

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