Part 1: Analysis of Context

1. What do we know about our learners?


In May of 2016, our staff had the opportunity to come together for the first time with the new principal that would be joining the White Rock Learning Centre in September 2016.  We spent the day getting to know a little bit about each other.   The focus of the day, however, was working toward an understanding of who our students are; their strengths, their challenges and the potential opportunities awaiting them.  We also explored our current teaching practices; strengths, challenges and opportunities awaiting us.

The results of this day are outlined below:

STRENGTHS of our students:

Honest, genuine
View staff as allies, respect
Through adversity have learned empathy, spiritual growth
Creativity
Individuality
Fun
More academic – 3
Socially aware of etiquette
Employability skills – 3
Involved parents
Open
Cooperative
Polite
Ambitious
Friendly
Sense of family – 3
Student teacher ratio -3
Resilience
Creative
Want to be good
Strong academic
Students talented – artists, musicians
Willing to try new things

CHALLENGES our students face

Key support staff keep moving
Anxiety/depression/mental health – 5
Unhealthy coping strategies (drugs, sexuality)
Some involved in criminal activities
Home life dysfunction
Socio-economic inequalities
Difficulty in making social/life choices regarding peers and mentors
Transit; disconnected from other areas, geographical difficulties have implications on peer groups and career opportunities
The beach, “parties”
Entitled
Resistant to opportunities
Apathy
Not appreciative
Drugs
Mental health – 5
Attendance
Promiscuity
Lack of progress
Apathy/accountability
Addiction
Home life
Lack of appreciation
Youth of student body
Anxiety
Attendance
Lack of structure
Attitude of entitlement
Focus on drugs, alcohol and sex – 5
Healthy sexual relationships
Self-harm
Connection – belonging, independence
Create a culture that supports academic students

OPPORTUNITIES for our students

Creativity, opportunity to express in art
Music culinary, writing, film-making, animation
Individualized or small group curriculum delivery
Caring support staff
Mindfulness, Yo BRO Yo GIRL
Consist policies and message – 6
Boundaries – food, phones, movement, schedule
Project based learning
Career exploration
Field learning
Chunking
Career/trades
Flexibility
Group projects
Hands on learning experiences – 4
Model behaviour
Community service, generosity, give of themselves
Zoey – healthy relationships
Mike – working with male population
Re-conceptualizing curriculum
Passion projects, inquiry projects, expert projects
Share learning
personalized

Students – Strengths Challenges Opportunities – May 30, 2016

We also collected our thoughts and ideas about our teaching practices:

Practices & Approaches – teaching practice brainstorm May 30 2016

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

At the end of September, we were able to revisit our work from May.  The following question, guided our reflection about our learners:

How do we know what we know?
What evidence supports what we know about our learners?

September-26-2016 School Plan

Focus & question results – Sept 26

During our January staff meeting we had an opportunity to “check in” and reflect on the question we had landed on in September:

What can staff and students do to get students into the building to create our school community?

This question speaks to the school community we are trying to build.   During our “check in”, staff reflected on the things they felt were working in terms of getting students in the building…

  • Communication with the YCW
  • Texting and technology
  • Phone calls – “Badgering phone calls do work”
  • Structure at the centre is different/positive culture helps
  • Kids who want to be here feel comfortable, and there are interesting types of students who want to be here!
  • Engaging opportunities, like “Urban Safari”

An interesting idea and concept:     “Everything I Need to Know I learned in Kindergarten”

This is how centres should feel and be for all kids….

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

 

What can staff and students do to get students into the building to create our school community?

  • Where does the learning fit in?

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?