Part 1: Analysis of Context
1. What do we know about our learners?
- Fleetwood Park Secondary is a dynamic learning community located in the heart of Fleetwood Park. The school opened in 1994 and due to enormous growth in the area had an additional wing completed in 2002.
- Today, Fleetwood Park boasts outstanding academic, culinary, visual and performing arts, leadership and athletic programs.
- The student body represents a rich mixture of cultures of more than 50 different countries and 43 different first languages.
- 13% of our students are serviced as English Language Learners; 7% are District International Students; 1.5% self-identify as First Nations descent; 9% are Ministry designated with social/emotional, physical/health and/or learning needs.
- Along with high academic expectations, widely acclaimed choice programs, and a growing international student population, the highly professional and committed teaching and support staff make Fleetwood Park an exciting place to be!
- The Fleetwood Park staff has been working collaboratively on the redesigned curriculum, revisiting assessment practices and co-creating inquiry questions.
SCANNING (What do we, as staff and community, know about our students – and their successes and challenges?)
- Staff feel Fleetwood Park is a diverse school with students of various backgrounds, abilities and interests. They believe students want to be successful, are highly involved, and are respectful and caring. The school has a strong sense of community and tradition. Dragon spirit is highly valued.
- Staff also believe students are generally engaged in their learning and are expected to do well. The families of Fleetwood Park place high value on education and expect the school community to provide opportunities for students to be successful.
- Historical results from Provincial Examinable courses are above district and provincial averages and continue this trend.
- Students have numerous opportunities to participate in clubs, intramural sports, leadership programs, and extra-curricular activities. There are more than 40 clubs for students, including our new Makerspace Club. In Athletics, our teams have captured three provincial titles in Boys’ Basketball and Girls’ Soccer in the past three years. We will be hosting the 2017 BC Student Leadership Conference in October. All of our Grade 8 students participate in our Annual Science Genius Hour Fair held in May. Fleetwood Park students are passionate about academics, service-leadership, clubs, athletics, the arts, and technology.
- Science 8 Genius Hour Fair
- Canada 150 Host Team
- Christmas Music Concert
- Provincial AAA Girls’ Soccer Champs
WHAT DO WE KNOW? Change is in the works at Fleetwood Park! Recent changes from the Ministry of Education have required that we revisit how we approach what we do in classrooms. While maintaining high expectations for all of our students, we are moving away from more traditional educational approaches to more promising practices that recognize the uniqueness of each learner. This will take time for all of us to make the necessary adjustments for change. In addition to the big ideas, core competencies and curricular competencies of the newly redesigned Curriculum Transformation document, instructional strategies, differentiation, assessment of learning outcomes, consideration of social and emotional well-being, First Peoples’ Principles of Learning, and use of technology are all part of what teachers are working on as they prepare our learners for their futures. Since 2013, staff have actively engaged in understanding and implementing the changes in the grade 8 and 9 programs while many are also making shifts at the grade 10 and 11 levels with the draft curricula. From redesigning course outlines, to frequent conferences with students, inquiry-based projects, infusions of technology to assist with learning, and generally thinking about education from a more holistic student-centred view, there are amazing things happening at this Fleetwood Park.
2. What evidence supports what we know about our learners?
HOW DO WE KNOW?
Fleetwood Park Secondary, although hardly more than 20 years old, is a school rich in tradition. The demographic make-up of the school has changed, however, and the teaching community while respectful of the strong legacy of staff and student involvement, is also ready to move forward with new perspectives.
Data we use to consider the strengths and needs of our students includes:
- Historical and current results from provincial exams
- Advanced Placement (AP) international results in Calculus and Chemistry
- School-wide grade reports
- Reports from School-Based Team, counsellors and youth care workers
- Specific data on graduation rates, aboriginal student success
- Composition reports from ELL and International Education Departments
- Staff (teacher, support staff and administrative) qualitative data
WHERE ARE WE NOW?
- Fleetwood Park students generally achieve high levels of success. Students and their families are quite marks-oriented and place a high priority on traditional summative assessment. Teachers are working with students and families to help them understand the importance and value of formative assessment and student self-reflection.
- Throughout the Winter and Spring of 2017, students will be meeting with the principal to share their thoughts and ideas about what they want and need from the adults in the school. It will be interesting to compare this information with that gathered in the fall of 2013.
- “We have high expectations of ourselves and our teachers at Fleetwood Park” Grade 9 student, 2016
- Since 2012, there has not been much parent engagement at evening informational events at Fleetwood Park. At best, perhaps 150 people attended. However, in the fall of 2016, two events signal a significant change. We hosted a Grades 10-12 Scholarship Evening for Parents on October 4 and had more than 400 parents and students attend. Then on October 27, we hosted a special evening on the new curriculum and had a similar turnout. Our parents are interested and want to know about important and relevant changes to education. They want to know how the changes will impact their sons and daughters – especially when it comes to post-secondary implications.
- Parent Scholarship Information Evening
Part 2: Focus and Planning
3. What focus emerges as a question to pursue?
We currently have three inquiry questions that have emerged in different areas of the school:
- How will utilizing the Aboriginal World View and Perspectives as a guide for curricular design and instruction impact student learning and provide a connection to the community?
- How does documenting and self-reflecting affect students’ growth in social and emotional learning?
- Communicating Student Learning: When implementing an e-portfolio, how do we structure the learning to increase metacognition and ownership so students are able to create meaningful self-reflections thus furthering their skills in core competencies?
4. What professional learning do we need?
NEW PROFESSIONAL LEARNING
Members of the Fleetwood Park staff have been participating in the following professional development opportunities consistent with new curriculum, district priorities and our inquiry questions:
- 2013/14 – All school-wide professional development focused on new curriculum
- 2014/15 – Admin Pro-D Sept 2015 – Grade 8 and 9 Curriculum; Aboriginal Perspectives
- 2015/16 – Admin Pro-D Sept 2016 – New Curriculum and Assessment
- 2016/17 – August 30, 2016 – Exploring Historical Relationships between Indigenous and non-Indigenous Peoples: The BC Blanket Exercise; August 31, 2016 – Building Strong Social and Emotional Learning Environments; Admin Pro-D September 26, 2016 – Inquiry Process and Planning;
- 2013 – 2017 – Staff have participated in on-going professional development through provincial conferences, district conferences, school departments and EdCamps.
- Curriculum Redesign is a standing item at all Staff Meetings (2015-2017); All staff were offered book Rethinking Letter Grades (and 45 wanted it).
- Department Leaders attend the Department Head Series as hosted by the Surrey School District. Upcoming topic is core competencies (Feb 2017).
- Fleetwood Park teachers are part of the original West Zone Collaborative, now called the Interzonal Collaborative. This group shares ideas and plans for new curriculum as part of larger plan to share best practices across sites.
- We continue to need to find time to meet and develop intentional plans for learning.
5. What is our plan?
- We plan to create a school leadership or helping teacher position with a focus on Aboriginal Perspectives to assist staff with intentional planning in curricular and cross-curricular areas.
- We have created a teaching position that intentionally focuses on social-emotional learning at the grade 8 and 9 levels. We need to assess the impact of this position in June 2017.
- We plan to focus on core competencies as a school. Admin will meet with grade 8 and 9 students in assemblies. A common lesson will be developed and shared with teachers for use in all grade 8 and 9 classes as an introductory measure. Intentional language will be reviewed at staff and department head meetings. We need to model and encourage this at all levels. Teachers will be asked to use the vocabulary of core competencies to assist students in becoming familiar with the language so that when we ask students to self-assess in June, they will have an idea of what is expected.
- We recognize that all of these plans need to be shared goals and that no department or individual is solely responsible for “covering” the content. That is contrary to spirit of the new curriculum. This will take time.
Part 3: Reflect, Adjust, Celebrate
6. How will we know our plan is making a difference? (evidence / success criteria)
Transformative changes such as those outlined above take time. However, the shift in teacher collaboration is already very obvious. Examples of visible learning occur every day and teachers and students are identifying this. Parents are asking more questions about changing assessment practices. Communicating Student Learning practices are changing dramatically as teachers focus on: curricular competencies; student engagement; and students self-reflecting on their own learning . Seeking qualitative feedback from teachers, students and parents will be essential in knowing if our plan is making a difference. We will need to find a method of capturing this information.
7. Based on the evidence, does our inquiry require adjustment?
At this time we are too soon into our journey of inquiry to know. Later in the year, we will need to reflect on this information and re-assess and adjust as needed.