Part 1: Analysis of Context

1. What do we know about our learners?

Port Kells Elementary has a population base of just over 100 students, and is located in a rural setting in the northeast quadrant of Surrey.  The school has always had a strong connection to, and played an integral role in, the larger community, since its beginning dating back to 1896.  The school has a varied population base, which is quite stable and includes students from families who have had multiple generations of family members learn and work in the school.

Although the staff at Port Kells have been supporting the development of social and emotional skills, in our students, they believe that they need to delve deeper into the area.  They believe that they need to provide direct instruction to support student growth in the areas of self-regulation, empathy and problem solving.  Our focus has been, and continues to be, to work with students to help them develop social and emotional competence to make them thrive at school and in life. 

We believe that children’s emotional and social skills can be cultivated through a focus on the components of SEL, which includes:

·         Resilience

·         Self-Regulation

·         Attachment

·         Creativity

·         Emotional Intelligence

Our goal, is to, guide students towards being able to self-regulate which is a key factor in their well-being, learning and development.

Our continued focus on the development of our students’ social and emotional skills involves a commitment from all staff.  Professional Development opportunities, which focus on the various aspects of this area, are vital to our success, as they contribute to expanding our knowledge around current trends in social/emotional learning and self-regulation, and will help guide us in our practice.  As well, informing and educating caregivers, around this work and the components of SEL will help to solidify this learning for students. 



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

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

4. What professional learning do we need?

5. What is our plan?

Part 3: Reflect, Adjust, Celebrate

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

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