Part 1: Analysis of Context

1. What do we know about our learners?

–       Our students have been working with inquiry framework since 2014.

–       Create a learning community that strives to make students aware of their own learning needs and encouraging them to become independent learners

–       2014/15- Structured Inquiry – students follow the lead of the teacher as the entire class engages in one inquiry together. Math, SEL/Zones of Regulation

–       2015/16 Controlled Inquiry- Teacher chooses topics and identifies the resources students will use to answer the questions. STEM, Maker Space, New Curriculum

–       2016/17- Guided Inquiry – Teacher chooses topics/questions and students design product or solution. Core Competencies, STEM, Art

–       2017/18- Control/Guided/Free Inquiry depending on teacher STEM, CC, Art, Career Ed, Science, Social Studies, Math

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

–       Teachers have been reflective practitioners by looking at their practice to see if they are meeting all of the needs of their learners.

–       Reading, Writing, Math continuous assessment and feedback

–       Initial and Final Assessments

–       Running Logs

–       Interviews

–       Reflecting on Digital Portfolio

–       Videos

–       Mapping

–       Student Self Reflections

–       Critical thinking based projects

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

How can we continually get better at meeting the needs of our learners?

4. What professional learning do we need?

2017/18 – PLC engaged in Spirals of Inquiry 

Free Inquiry to delve into areas of their practice that would enhance student outcomes.

– Formative Assessment

– Math (Intermediate and Primary)

– Story Workshop

– Reading

– LST model

– Core Competencies

– Coding

 

5. What is our plan?

Next year, we want to continue our PLC inquiry groups. Teachers will participate in PLCs with common focus. Teachers have already expressed their future focuses of Math, First Peoples perspectives, assessment and reading. We are providing a variety of learning opportunities to meet the various inquiries focus through professional development days, helping teacher in-service opportunities and monthly PLC release time. During our pro-d days they will be structured around the inquiry to model and support our critical practitioners. 

 

Part 3: Reflect, Adjust, Celebrate

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

rough the spiral, it is a continuous cycle of reflection, adjustment and action. We will continue to gather data on the core areas (reading, writing, math) as well as through student self-reflections.

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

In order to achieve a learning community and best meet the needs of our learners we strive to be a staff of reflective practitioners.