Part 1: Analysis of Context
1. What do we know about our learners?
Fleetwood Park Secondary is a diverse school with students of various backgrounds, abilities and interests. Our students strive to be successful, are highly involved, and are respectful and caring. The school has a strong sense of community and tradition. Our students value their membership in our school community and have a strong sense of school pride.
Our students are engaged in their learning and are expected to perform to the best of their abilities. The families of Fleetwood Park Secondary place a high value on education and expect the school community to provide opportunities for students to be successful. Our students believe that they can be successful, and in general, have set significant learning goals for themselves.
Fleetwood Park Secondary students achieve strong academic results with Provincial exam scores being at, or above, Provincial averages. Provincial Exam scores, Advanced Placement exam scores, Graduation rates and grade-to-grade transitions have been very consistent over the past 5 years with high levels of success.
Our students are committed to their learning and the majority are also greatly involved in extra-curricular activities. There is a strong ethos of student involvement, leadership and citizenship across the school.
Our students’ sense of engagement and pride can best be described through our “Dragons Breathing Fire” school culture building initiative. Our students describe their values using the “FIRE” acronym.
“F” – Friendship – Make long-lasting friendships built upon trust so you can support each other when you are in need. Freedom – Opportunity to contribute to the school and the community.
“I” – Intelligence – Strive to learn and understand more about your academic subjects, and the world. Independence – Create your own goals for learning and pursue your passions. Inspiration – Help each other to be the very best that you can be. Integrity – Being honest with each other/being truthful.
“R” – Respect – Listen to others, and treat them the way you want to be treated. Responsibility – Take care of the tasks that have been entrusted to you. Reliability – If you say you are going to do something, do your very best.
“E” – Empathy – Care about how you make others feel, and work to improve our community. Encouragement – Give everyone a hand up. Energy – Bring your enthusiasm to all school activities. Enjoyment – Make the best of the time you have in high school.
2. What evidence supports what we know about our learners?
BC Ministry of Education Student Learning Survey results demonstrate that Fleetwood Park Secondary students are engaged in their learning, feel a strong sense of connection within the school and are highly involved in both curricular and extracurricular activities.
Historical Provincial Exam Data indicates consistent and strong academic achievement at Fleetwood Park Secondary. The majority of our students are successful in their academic courses, performing at a C+ or better.
Anecdotal feedback from teachers describes Fleetwood Park students (and families) as being marks-oriented, placing a high priority on traditional summative assessment. Staff often describe their students as highly involved, hard working, responsible and friendly. Staff believe that the majority of our students and their families are very focussed on traditional academic post-secondary entrance and career goals.
A review of our extracurricular programming demonstrates that our students are highly engaged in all aspects of the school. There are more than 30 clubs operating at Fleetwood Park Secondary. We have a thriving Athletics program with recent Provincial Tournament success in Boys’ and Girls’ Soccer and Girls’ Rugby. Additionally, the school has several service-based student-led initiatives assisting both community-based and international programs.
Each September all of our incoming Grade 8 students participate in a two day “Grade 8 Retreat”. Their sense of school spirit and excitement is very strong. Our grade 8 students also participate in our Grade 8 Science Inquiry Showcase each Spring. We are very proud of our students’ creativity and intellectual curiosity demonstrated throughout this process. Our Grade 8 students help to create our school’s “Breathing Fire” acronym through their reflections within their Humanities 8 class.
Part 2: Focus and Planning
3. What focus emerges as a question to pursue?
Fleetwood Park Secondary is in the midst of a very dynamic and exciting time of educational transformation. Implementation of new curriculum and assessment practices is causing a fundamental shift in instructional practice. Teachers are examining and practising new pedagogy that recognizes the uniqueness of each learner. They are reviewing the “big ideas” of their curriculum and designing skill-based activities that focus on “doing”. Teachers are exploring new formative assessment strategies through student portfolios, peer and self reflection, rubrics, learning maps and student conferencing. They are employing new technological tools to help support student learning, archive student work and communicate with students and their families. They are developing inquiry-based lessons, units and courses which promote student ownership of their learning and reflection on their learning. Teachers are also making a fundamental shift as First People’s Principles of Learning is integrated across all curricular areas. As a result of these educational transformation initiatives, it is a highly meaningful time of change at Fleetwood Park Secondary.
In relation to the implementation of new curriculum, we currently have two inquiry questions that have emerged within the school.
- How will utilizing Aboriginal World View and Pespectives as a guide for curricular design and instruction impact student learning and provide a connection to the community?
- How do we structure learning to increase self-reflection in order to increase student engagement and foster development of their core competencies?
4. What professional learning do we need?
Members of the Fleetwood Park staff have been participating in numerous professional development opportunities related to curriculum implementation over the past several years.
September 2018 – “Teen-age Mental Health”
August 2018 – “Creating Cultures of Peace”; “SOGI 123”
In February 2018 a school-based Mentorship program was initiated. Teachers new to the profession and/or new to the school, meet regularly with experienced teachers to discuss all aspects of teaching/learning.
In October 2017, the majority of our teachers have subscribed to the Professional Literature Review “The Marshall Memo”. Teachers understand the importance of ongoing Professional Development.
September 2017 – Curriculum Implementation – Grades 10-12/ Scope and sequence Grade 9 to 10.
August 2017 – Residential Schools; “Raffa-Raffa” – Creating an inclusive community
September 2016 – Admin Pro-D: New Curriculum and Assessment
August 2016 – Exploring Historical Relationships between Indigenous and non-Indigenous Peoples: The BC Blanket Exercise
September 2015 – Admin Pro-D: Grade 8-9 Curriculum; Aboriginal Perspectives
The staff will continue to meet and collaborate through both formal, dedicated days/sessions offered through the School District and Ministry, and through informal networking.
The staff will continue to share ideas and resources through Staff Meetings and Department meetings.
Learning will continue to be focussed on the following areas related to the implementation of new curriculum and our emergent Inquiry Projects.
- Development of department based activities to teach and assess new curricular competencies. Focus will be on the development of senior courses.
- Continued awareness and education on First People’s Principles of Learning and development of strategies for inclusion within all curricular areas.
- Continued exploration of Digital Portfolio tools, with a focus on fostering student’ self-reflection abilities, to help support the development of their Core Competencies. The emergence of the “MyBluePrint” system for the potential long-term storage of students’ portfolios, and future Capstone Project graduation requirement, is an exciting opportunity. We will be continue to explore this software this year as part of a pilot project in the Careers 8, the Gr 8-9 Self-reflection exercise and the delivery of the CLC 11/12 course.
5. What is our plan?
Aboriginal World View and Perspectives:
- We have created a Department Head Leadership position: “First People’s Principles of Learning” to help assist teachers with intentional planning of curricular and cross-curricular activities with an Aboriginal focus.
- We will raise the profile of Aboriginal Learning initiatives through the development of school-programs such as Orange Shirt Day and the First Peoples-in-Residence program.
- We will continue to gather new resources which can support the inclusion of First People’s Principles of Learning in all curricular areas.
- We will continue to use all opportunities for Aboriginal acknowledgements in school-wide assemblies, announcements and special occasions.
- We will relaunch our Aboriginal Support Team and meet regularly to review student progress and curricular engagement.
Increased self-reflection to foster student engagement and development of Core Competencies:
- We will create a Core Competency Advisory Committee to help raise awareness of the Core Competencies and support the education of staff and students.
- We will develop a Core Competency Common Lesson plan to share with all teachers.
- Intentional language related to Core Competencies will be shared at Staff Meetings and teachers will be encouraged to use the vocabulary with their students to assist them in becoming familiar with the learning outcomes.
- We will review and update the Core Competency student self-reflection exercise. Our goal is to incorporate a Core Competency learning activity into both first and second semester classes.
- We will continue to develop a system of electronically sharing the student’s Core Competency self-reflection within the “MyBluePrint” portfolio.
- We will expand the “MyBluePrint” application, share with staff members, and create a pilot project with our Careers 8 students.
- We will promote the use of all forms of portfolio assessment and electronic tools and encourage the development of a self-reflection exercise as part of the portfolio development process.
Part 3: Reflect, Adjust, Celebrate
6. How will we know our plan is making a difference? (evidence / success criteria)
Transformative change takes time. However, the shift in teacher collaboration and engagement in the new curriculum is very obvious at Fleetwood Park Secondary. We have now fully implemented the Grade 8-9 curriculum, and are moving forward aggressively with the piloting of the Grade 10-12 curriculum. We know we are making a difference when we witness the creation of new courses, new curriculum and new assessment happening across our school.
Parents/guardians are also asking about changes to assessment practices. We are being asked by both students and parents if they can access their student’s portfolio of work. Increasing numbers of teachers are experimenting with alternative “communicating student learning” practices. We know we are making a difference as increasing numbers of Fleetwood Park students and parents are able to archive, reflect upon their work, and share between the school and the home.
The BC Ministry Student Learning Survey shows a significant increase in students reporting that they are learning about Aboriginal Peoples in Canada. Continued increases in positive student responses will indicate success in this area.
In 2018/19 we will gather anecdotal feedback through the formation of student focus groups. “Lunch with the Principal” will gather data through small group discussion with a wide variety of students representing the range of the student body. Discussion will be focussed on gathering students’ perspectives about the successes and challenges of the school. It will gather information on how students are engaged in life at Fleetwood Park, and ask for their suggestions for future growth. Students will be asked about their opportunities for alternative assessment within their classes, the use of portfolios to store and share their work, and their development and growth of their understanding of First People’s Principles of Learning.
Anecdotal information will also be gathered from Fleetwood Park teachers at our Staff Meetings. Small group discussion groups will be used to gather data on their observations related to inclusion of Aboriginal perspective within their curriculum, the development of students’ self-reflection and metacognitive abilities, and the growth of our students’ Core competencies.
7. Based on the evidence, does our inquiry require adjustment?
Over the past several years we have observed a significantly higher awareness of Aboriginal Education and First People’s Principles of Learning across the school community. We expect this to continue. It will be important for us to review and reflect on our data, anecdotal feedback and experiences at the end of the school year. We will re-assess and adjust and expand based upon our shared experiences.
We will also carefully review the growth and development of portfolio use, student self-reflection experiences and the enhanced development of Core Competencies.