Part 1: Analysis of Context

1. What do we know about our learners?

Woodland Park Elementary is located in the Fleetwood/Guildford area of Surrey. Our school is inclusive, friendly and welcoming. The community is socio-economically and ethnically diverse as nearly 60% of our families speak a language other than English.  Current enrollment is 455 students in 19 divisions, K to 7 with 34 full and part-time teachers. We have several integrated special needs students and 14 Education Assistants supporting them.  

Our families place a high value on education and students do their best to be successful at school. In addition to academic achievement, Woodland Park places high value on Fine Arts and Sporting opportunities.  The Parent Advisory Committee (PAC) is very active and provides additional activities and resources to the school through its fundraising.  Our Student Leadership Group is also very active in supporting charities through student events and sales.

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

Our learners are lovely capable students who are developing skills in the social/emotional learning realm. Staff wish to improve the culture of respect, particularly when it comes to how students treat adults and each other. We feel growth is necessary in the areas of empathy, decision making and self regulation, based on observations in classrooms and on the playground, along with feedback from parents.

 

Part 2: Focus and Planning

3. What focus emerges as a question to pursue?

This leads us to the question, “How can we build capacity in our school community in the Social/Emotional areas identified?” (empathy, decision making and self regulation)

Staff had many excellent suggestions, recognizing programs and initiatives already in place and complementing them with ideas from other sites and programs they are aware of.

Examples include:  Zones of Regulation; Wolf Paw Goals;Mind-up; Superflex Program

Simple ideas that staff students and parents can support and understand – eg. the golden rule – treat other the way you want to be treated.

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?