Strategic Directions - Huron-Perth Catholic District School Board

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.”

Study Well

“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.”

Math Class Imagined by Kids

A Culture of Errors

Learning Goals / Success Criteria

Ubiquitous...to support metacognition

Co-construction

Self-regulation

Ma and Pa Kettle

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