Our mission is to work as a team and challenge children within a safe and caring school community. We will encourage the development of skills and attitude needed to become thoughtful and responsible members of a changing society.
Summary of Inquiry Question (September 2017 – June 2020):
How can we use formative assessment strategies to improve outcomes for all students, especially those considered at-risk?
At our professional development sessions, we recognized the need for our students to be more invested and accountable in their learning at school. Philosophically, we believe our students need to work to the best of their abilities and be confident to take risks, have a high standard of expectations of themselves and to know what they are learning, how they are doing, and what goals they will set for themselves.
Staff discussions indicate students are familiar with applying a behaviour matrix with criteria for behaviour that was developed as part of the last school goal period. We want to build on that by applying self-regulation skills to academics.
We also felt that there needed to continue the shift from the teacher as the giver of information to the teacher as a facilitator of learning. Thereby the learner is responsible to take a more active role in setting and monitoring goals and responsibilities.
The staff discussed the need for learners to take responsibility for their role in the school…
We believe self-regulated learners are:
|Responsible||Driven and passionate about learning|
|Intrinsically motivated||Part of team (Students/ Staff/ Parents)|
|Able to access strategies to solve problems||Supportive and encouraging of their peers|
Our hunch is that as we have a school-wide focus on 3 key questions of what are you learning, how are you doing, and what do you want to learn next will develop self-regulated, engaged learners. We will monitor various sources of data including report cards, teacher observations, FSA’s, and district information to measure our success.