strategic directions - huron-perth catholic district school board
DESCRIPTION
Slide deck aligns our new strategic directions with empirical data to provide opportunities for our students. Evidence-informed practice; Practice-informed evidence.TRANSCRIPT
This is what Yahweh asks of you; only this, to act justly, to love tenderly, and to walk humbly with your God. Micah 6:8
Laurie Maloney-DevlinNatanael Mateus-Ruiz
Marg VanBakelLynda VerwerSharon Walsh
Seth BartzRegan DevlinEdgar Ferrera
Danielle McGormanLexi Smith
….in your hands, carry the Cross of Christ. On your lips, the words of Life. In your hearts, the Lord’s saving grace. St. John Paul II
http://www.wordle.net/http://wordle.net
What are our strengths?
What can we improve?
What would it look like if
the best thing happened?
Focus Groups
Huron-Perth Deanery
Trustees
Principals
Learning Coordinators
Teachers
Students
Senior Team
Catholic Education
Centre
Catholic Education
Team
Parents
Surveys
Parents = 117
Staff = 100
Faith is a Verb
Our Mission
• Nurture a Christ-centred environment• Provide student-focused learning opportunities• Support the growth of the whole person
We serve our students, working with the home, parish and school community to:
We are a Catholic School Board.
Catholic Faith
Student Achievement and Wellness
Shared Leadership
We proclaim the glory of God.
We nurture all persons to beleaders of faith and social justice.
We honour the covenant between
schools, homes and parishes.
We have high standards for theachievement of all students.
We embrace an inclusive model to support wellness.
We lead students with differentiated instruction
and assessments.
We model that we are alearning organization.
We are transparent and align resources to our vision.
“We are here to
learn...how to learn.”
“Our school is a respectful place…our teachers know us.”“We feel at home when we are at school…we feel safe.”“Our teachers are so invested.”“Our teachers teach us about life…things that are not in the curriculum.”
"We love D2L…we like that the WiFi is free.”“Our school is always super clean.”“We like hands-on learning.”
Highlights:
• "More discussions in class instead of just copying notes.”
• “Sometimes we have to take the initiative to ask teachers for feedback.”
• “We would like more practice assessments – check-ins that don’t count for our mark.”
• “For mental health…kids are stressed out…need to know where to go for help.”
• “Sometimes teachers use videos too much in our lessons.”
Wishes:
Wishes:
“Sometimes we feel that teachers use technology as a cop out. Are we actually changing learning by putting things on-line?”
“We would like to work in small groups more often.”
“We want to see our work celebrated…just as art department does.”
"Some of our classrooms walls are too bland…the posters are lame.”
“Some teachers do not return our tests on time. Some teachers assign homework but do not take it up and don’t check."
Corpus
Catholic Faith
Instruction
Innovation, CreativityPeople
Collaboration
GRR….
Focused, Guided, Shared, Independent
“…different ways for kids to show what they know.”
A Culture of Errors
Learning Goals / Success Criteria
Ubiquitous...to support metacognition
Co-construction
Self-regulation
Mathematical Communications
• Oral - speak and listen• Written - read and write• Symbolic - graphic and pictorial• Physical - use of manipulatives
Self-Regulation in Math
• Reciprocal Teaching / Small Groups
• Provides an opportunity for the student to use self-talk, self-regulation, cognition and metacognition
• Peer Feedback – carefully scaffolded• Verbalize to their peers about their
explanations in mathematics
Concrete Teaching Strategies ….that make a difference in Math
• Teach students how to give explanations • Explanations tailored to math arguments
• Self-questioning prompts• Probe a partners’ understanding
EQAO Cohorts – Junior Math
EQAO Cohorts – Grade 9 Math
EQAO Cohorts - OSSLT
Collaborative Inquiry:Numeracy and Math
Evidence-informed practice
Practice-informed evidence
• What does high quality feedback look like (i.e. frequency, metacognition)?
• How do we help students to seek feedback, evaluate its merits and apply it in their learning?
• What are the barriers to providing effective feedback?
Thinkin’ Bout Feedback
Cross my Heart
“….telling a learner if they are right or wrong is not good enough. To an engineer, this would be nonsense…tantamount to installing a thermostat but forgetting to connect it to the furnace.”
Dylan Wiliam - 2012
Power of Feedback
Feedback:• instructive• timely• descriptive to the task• not ego-involving• supports the student to self-regulate
Less focus on Marking
More focus on Feedback
21C Blended Learning
Collaboration
Videoconferencing - Global
Priorities
Communication Platforms
Class Prayer and Retreats
Adult Faith Formation
Instructional Strategies
Catholicity Given Highest
Priority
Covenant Home-School-
Parish
Success for All
Students:
Being, Belonging, Becoming
