Part 1: Analysis of Context

1. What do we know about our learners?

TE Scott Elementary is home to 550 learners.   Our students are active participants in a variety of ways within the school community.   

The staff at TE Scott, collaboratively plan and explore a variety of learning opportunities that support critical and creative thinking.   Students showcase their learning through a variety of communication opportunities.    

An area of focussed growth for T.E. Scott learners is literacy development and acquisition.

2. What evidence supports what we know about our learners?

At a recent staff meeting, we “scanned” and discussed what we know about our learners.   Anecdotal evidence includes the following student strengths:

–       they love school
–       are enthusiastic learners
–       are active participants in their learning
–       care for one another
–       ethnic diversity
–       many strong leaders
 TE Scott staff is strongly committed to supporting all learners.  We are exploring strategies, structures and approaches that meet our  students’ literacy needs, with a focus on language acquisition and comprehension.  Educational assessments to support what we know about our learners include but are not limited to:

·         Student reflections
·         Teacher reflections
·         PM Benchmarks
·         ELPATS
·         Soar To Success
·         Early Success
·         District ELL assessment

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

What effect will targeted instruction groups have on student learning?

4. What professional learning do we need?

Teachers will explore evidence and research based strategies to support student learning.

5. What is our plan?

Our LST team and classroom teachers will continue to explore opportunities and strategies to explore student learning.  

Part 3: Reflect, Adjust, Celebrate

6. How will we know our plan is making a difference? (evidence / success criteria)

•    Demonstrated improvement in student achievement

•    Increased adult attention to students

•    Shared expertise among two or more teachers

•    Shared responsibility for instruction

•    Increased opportunity to differentiate for student needs  

7. Based on the evidence, does our inquiry require adjustment?

Our inquiry will be continually adjusted and modified to address the current needs of our students.