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Catholic Board Learning Plan 2013

We believe that each one, created in the image and likeness of God, is called by name into the Dufferin-Peel community to realize the Ontario Catholic School Graduate Expectations to the fullest extent possible during the journey from the early years
by

Chris Clarke

on 7 June 2013

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Transcript of Catholic Board Learning Plan 2013

We believe a co-learning stance within an inquiry-based approach to learning deepens understanding for all learners, both educators and students. Collaborative
Inquiry OUTCOMES Assessment Practices p2 Pathways
and
Transitions Teaching and Learning If educators designed effective lessons (three-part lesson; guided practice/guided reading) then learners will think critically and communicate effectively to develop and apply processes. If we intentionally activate and develop student thinking, then there will be improved consolidation of understanding. Fundamental Principles: Creating learning opportunities that are authentic, relevant, experiential and that respond to and from Catholic principles of social justice; permitting flexible design and use of learning spaces; integrating knowledge, skills and big ideas from across the curriculum Measurable outcomes will be more highly engaged learners, development and performance of skills, and improved student success on assessments of learning. Literacy How can educators design lessons that are responsive to diverse student needs,that make use of collaborative work in flexible groupings, and make use of instructional approaches including guided practice/guided reading, so that students will develop literacy skills in all subject areas and all levels? Numeracy Effective lesson design through problem solving by 3 Part lesson Planning structure. We believe that each one, created in the image and likeness of God, is called by name into the Dufferin-Peel community to realize the Ontario Catholic School Graduate Expectations to the fullest extent possible during the journey from the early years to vocation. Science History Religion Phys-ed The Arts We believe that effective assessment begins with knowing the learner.
We believe that the intentional use of “assessment for and as learning” practices are fair, equitable, and transparent, and will result in improved student well-being, learning and achievement. If we intentionally focus on assessments for and as learning practices, then all learners will use metacognitive strategies to analyze, articulate, and act on their own thinking and learning. Fundamental Principles: prioritizing well-being, rooted in learning skills and work habits; making learning visible to all (learners, educators, families) through on-going and timely descriptive feedback, instruction, assessment and evaluation Measurable Outcomes: assessment practices that are fair, equitable, and transparent for all will lead toward improvement in learning. Literacy Numeracy Pathways and Transitions We believe that Pathway Planning involves clearly defined collaborative practices and processes that support student well-being and development in accordance with their individual God-given gifts and talents. If we improve access to appropriate transition planning and resource supports for all students EY - V, then the diverse needs of all learners will be met. Fundamental Principles: Prioritizing well-being, rooted in learning skills and work habitsResponding equitably and inclusively to the diverse strengths, needs, voice and interests of each learner Measurable Outcomes: Grade Rates, Link Crew and Get Ready Attitudinal Surveys, CCCC Safe Schools Survey, IPP Board Completion Rates, Board reports 100% in the supports identified in Taking Stock specifically Caring Adult, Improved Graduation Rates, Successful Completion of Programs, Successful Implementation of IPP, Safe School Survey, Measurement method for elementary well-being: (Developmentally appropriate measures) Literacy If teachers develop their understanding of the continuum/spectrum of content knowledge for teaching literacy skills, then students with diverse learning needs will be scaffolded for independence / transfer of knowledge (self-directed learning?) Numeracy Developing an understanding of the continuum of content knowledge for teaching mathematics (in all pathways) Transitions Teaching, learning and assessment strategies must incorporate 21st century content, global perspectives, learning skills, resources, and technologies. • Learning opportunities that are authentic, relevant and experiential are built into all subject areas and programs. How can lessons promote engagement and acknowledge the learning diversity of each student?
How will they allow students to explore their personal interests, strengths, and life plan/vocation? Programs, pathways and career planning meet the learning strengths, needs and interests of all students. How can assessment practices promote equitable and inclusive education?How is programming reflective of individual student strengths and voice? DUFFERIN-PEEL
Catholic Board Learning Plan
2013-2016 Fundamental Principles of the policy document Growing Success
Knowing the Learner - diagnostic and formative; profiles; gather, track, analyse & use relevant data
6 Practices of Formative Assessment
Professional Judgement
Metacognition Literacy If educators design effective lessons that make use of collaborative work in flexible groupings, using instructional approaches including the expected practice of guided practice/guided reading, then students will develop literacy skills in all subject areas. Numeracy How does the intentional use of 'elements of inquiry' support teachers to use effective lesson design (3 Part Lesson) and allow students to become better critical thinkers? Inquiry-based approaches will deepen understandings of student learning needs in all subject areas and will support professional learning needs of educators. Foundational Principles: assuming that all learners are competent and capable of co-constructing their learning experiences through a process of inquiry; reflecting 21st century habits of mind, global perspectives on content, learning skills, resources and technology; being informed by evidence-based, collaborative professional learning inquires that use Ontario Curriculum and MEDU support documents to deepen knowledge of learners in relation to the Ontario Catholic School Graduate Expectations Measurable Outcomes... Pathways Students, parents/guardians, and teachers understand the full range of pathways, options, programs, and supports that are available. Knowing the Learner

The purpose of “assessment for learning” is to know where students are in their learning, where they need to go, and how best to get them there.
Data from diagnostic assessments are used to create class and student profiles which informs personalized and precise instruction.
Data from formative assessments is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills

The purpose of “assessment as learning” is to actively engage students in the assessment process. Students:
monitor their own learning
use assessment feedback from teacher, self and peers to determine next steps
set individual goals Learning goal most often rooted in process
Descriptive feedback in form of questions Learning goal is specific and explicit to strategies taught Six Practices of Assessment for and as Learning


developing learning goals

identifying success criteria

eliciting information about student learning

providing descriptive feedback

developing student self and peer assessment skills

developing individual goal setting Supporting transitions within Teaching and Learning is important because:
it promotes engagement and acknowledges the learning diversity of each student;
it allows students to develop their God given talents and contribute to the common good;
it respects the human dignity of each child;
it promotes equitable and inclusive planning
it recognizes that the learning process is ongoing from EY to vocation and that the foundational principles associated with learning and instruction should be consistent throughout Loving, Learning, and Leading We believe that we are called to live and work in relationship within communities modelled after Christ. We believe that we are called to support all throughout our journey of life-long learning through growth, transformation, and witness. We believe that we are called to use fair, equitable and transparent assessment practices, informed by our Christ-centred approach to professional judgement to create hope, engagement, and growth for all to realize their full potential. We believe that we are called to create a Catholic learning and working environment that is safe, inclusive, and welcoming. We believe that we are called to design and implement effective lessons, that are Christ-centred, purposeful engaging and inclusive, and which reflect success for all. CREATING CONDITIONS FOR WELL-BEING,
LEARNING AND LEADING THEORY OF ACTION:
If learners feel safe, welcome and included then they will take their places as co-learners and co-leaders. CCCC FOUNDATIONAL PRINCIPLES and PRACTICES
Environment encompasses the following aspects:

• spiritual

• physical

• emotional

• social

• intellectual PATHWAYS FOUNDATIONAL PRINCIPLES and PRACTICES
Pathway Planning involves clearly defined collaborative practices and processes that support student well-being and development in accordance with their individual God-given gifts and talents. PROFESSIONAL LEARNING
AND LEADING:
We intentionally develop conditions for “co-learning,” where as an interdependent team we learn together to achieve excellence, originality and integrity in our own work while supporting these qualities in the work of others. THEORY OF ACTION:
If we embrace collaborative inquiry as a process for learning, then all learners will be actively engaged in building and mobilizing knowledge. PATHWAYS FOUNDATIONAL PRINCIPLES
and PRACTICES
School-community collaborative partnerships will enable students, parents/guardians and educators to understand the full range of pathways, options, programs and supports available.

This encompasses:

•respecting the human dignity of each child allowing them to make informed decisions about their life plan

•increasing the value of completing high school programs

•connecting learners to the broader community partners and resources

•ensuring that students learn the skills to become self reliant, informed architects of their lives TEACHING AND LEARNING:

Cultivating a co-learning stance within an inquiry-based approach to learning deepens understanding for all learners, both educators and students.

Collaborative inquiry:

•engages all learners

•builds relationships

•builds and mobilizes knowledge

•deepens understanding of learning PROFESSIONAL LEARNING AND LEADING:
The power of “co” envisions that through collaborative inquiry, groups of educators (within and between roles) engage in focused conversations about student learning to reflect, take action and build current research. THEORY OF ACTION:
If transitional practices support student well-being and development, then students will progress from self-discovery to self-directed career, vocation, and /or life-long learners. CCCC FOUNDATIONAL PRINCIPLES and PRACTICES:

Transitional practices encompass the following aspects:

•inculturation

•sharing of information to inform planning

•strengths-based profile to inform planning PATHWAYS FOUNDATIONAL PRINCIPLES and PRACTICES

Improving access to appropriate planning and resource supports for all students contributes to seamless transitions from Early Years to Vocation.

This encompasses:

•a proactive rather than reactive approach

•a Universal design model that is good for all, necessary for some.

to provide students with positive starts for milestone transitions and supports for day-to-day [***]

•the connection to caring communities inclusive of adults and peers, is a key factor determinate to success TEACHING AND LEARNING:

Supporting the diverse learning needs of all students along a continuum of learning from EY to vocation.

Transitional practices:

• promote equitable, inclusive and responsive instructional planning

• support and help maintain a caring and inclusive faith-based community in the classroom, school, family of schools, the board and broader community

• support consistency in practice for all subject areas PROFESSIONAL LEARNING AND LEADING:
Building relationships and stimulating growth in the professional capacities of educators as they transition in new roles and new practices. KNOWING THE LEARNER THROUGH ASSESSMENT THEORY OF ACTION:
If we intentionally focus on assessment for and as learning practices, then all learners will use metacognitive strategies to analyze, articulate and act on their own reflective thinking and learning. CCCC FOUNDATIONAL PRINCIPLES and PRACTICES:

Assessment practices encompass the following aspects:

•Assessment for, as and of Learning (i.e. AfL, AasL, AoL) to know each learner as an individual through multiple and varied sources
understanding individual interests, learning styles, preferences, needs and experiences PATHWAYS FOUNDATIONAL PRINCIPLES
and PRACTICES

Learning opportunities and career/life planning must meet the learning strengths, needs, interests and voice of all students.

This encompasses:

•respecting the human dignity of each child,

•promoting equitable and inclusive education

•ensuring programming is reflective of individual student strengths and voice

•inspiring life-long self-directed learning TEACHING AND LEARNING:

Assessment practices start with knowing the learner, are fair, equitable, and transparent, for all, leading toward improved student well-being, learning and achievement.

Assessment practices encompass:

•6 practices of assessment for and as learning

•diagnostic assessment

•classroom/ student profiles

•rich tasks PROFESSIONAL LEARNING AND LEADING:
On-going documentation and analysis of student and educator learning will support school improvement planning and collective action based on learner needs. RESPONDING THROUGH EFFECTIVE LESSON DESIGN THEORY OF ACTION:
If educators design effective lessons, making use of collaborative work in flexible groupings (three-part lesson, guided practice/ guided reading) then learners will think critically and creatively to develop and apply processes, skills and learning strategies across disciplines. TEACHING AND LEARNING:

Effective teaching responsive to the needs of students occurs through activating, developing, and consolidating thinking.

Effective Lesson Design:

• i.e. three part lesson; guided practice/guided reading, is research-based and evidence-informed.

• allows for the integration of the elements of student inquiry (e.g., dialogue, investigation, sharing) PROFESSIONAL LEARNING
AND LEADING:
A current, collective understanding of the importance of assessment and instruction deepens knowledge of curriculum, research, and resources to support improved student well-being, learning and achievement. COMMON ELEMENTS TO EXPECTED PRACTICE

•Teacher content knowledge of Ontario curriculum; Full-day Kindergarten Program

•Planning using UDL
•Use of Differentiated strategies that is responsive to student need
•Hands-on/Experiential
•Flexible Groupings
•Effective pedagogical use of Technology
•Integration
•Metacognition
•Rich tasks
•Teaching, learning and assessment strategies must incorporate 21st century content, global perspectives, learning skills, resources, and technologies.
•Learning opportunities that are authentic, relevant are built into all subject areas and programs. UNIQUE ELEMENTS:

Minimum of 60 minutes per day
Teaching through problem-solving / Investigations
Open Questions
7 Mathematical Processes
Variety of learning tools (e.g. digital tools, manipulatives) UNIQUE ELEMENTS:

Teaching through Gradual Release of Responsibility
Development of a Comprehensive Literacy program
Teaching through the Four Roles of the Literate Learner.
Media is embedded in Oral Communication, Reading & Writing. COMMON TO ALL LEARNERS

Developing the following Habits of Mind:

Curiosity and willingness to experiment
Questioning and posing problems
Persisting
Thinking flexibly
Observing and gathering data
Thinking and communicating with clarity and precision
Creating, imagining and innovating
Applying past knowledge to new situation http://www.edugains.ca/resourcesLIT/AdolescentLiteracy/Vision/AdolescentLiteracyGuide_Interactive.pdf http://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf USING COLLABORATIVE PRACTICE THROUGH INQUIRY ENHANCING TRANSITIONAL PRACTICES
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