Cloverdale Learning Centre
OUR CONTEXT
Capture the heart and then engage the mind
Cloverdale Learning Centre is a vital component of the Surrey School District and for over 30 years, we have been a viable option for learners who need a more individualized approach to their learning. From the moment our learners walk through our doors, the staff prioritizes building positive and trusting relationships with each of them.
Our learners are a diverse group with complex backgrounds, and comprise a wide range of abilities, gifts, passions and talents. They believe, and want to, make their impact in the world, whether it be social justice issues, protecting the environment, the arts, or athletics.
Examples of CLC students learning about and promoting awareness of social issues in our community. Participating in an Orange Shirt Day presentation, Pink Shirt Day, and incorporating Indigenous and environmental perspectives into their art work.
Education is a “contact” sport; the young brain is designed to develop, grow and “flourish in a social context” (C. Elders, Clinical Psychologist). Establishing positive relationships is a foundational feature of our learning centre. Our learners appreciate the support of their peers and our staff to help them discover their passions, their voices and build on their strengths. With our flexible and caring approach focused on the diverse learning, emotional and social needs of each individual, pathways are created to achieve their educational goals in a safe learning environment.
Our learners enjoying school events and taking the opportunities to develop their social skills and. build relationships with staff and their peers.
Learners arriving at the learning centre often have not reached their true potential in mainstream schools for a variety of reasons. Two commonalities amongst them, however, are that they are all motivated to graduate from high school and they benefit from the smaller, self-directed environment at our school. Our purpose is to nurture the inherent abilities of our students, and thereby change the narrative of their stories to one of success.
OUR LEARNERS
Our Learners
“Students who are personally aware and responsible, recognize how their decisions and actions affect their mental, physical, emotional, social, and cognitive wellness and take increasing responsibility for caring for themselves.” (Albert Bandura, Psychologist). Learners who demonstrate strong self-efficacy participate more in class, work harder, persist longer and have fewer adverse emotional reactions when encountering difficulties. They are better able to manage stress and express a sense of well-being.
- Self awareness - has been described as the ability to understand yourself and how your thoughts, actions and emotions do or don't align with your internal standards. It plays a critical role in understanding ourselves and how we relate to others and the world.
- Self-management - can be thought of as our ability to manage out behaviours, thoughts and emotions in a conscious and productive ways. It can also be referred to as self-control or self-regulation.
By developing their competencies in these areas, they will be able to approach their goals, tasks and challenges with a positive mindset, and this in turn will lead to a greater engagement in their learning and personal development, being not only in school but also in life outside of school.
This will be demonstrated through the exploration of their personal and cultural identity as they continue to develop their communication skills.
OUR FOCUS
Our Focus
COVID has had an adverse effect on the educational journey, and the well-being of many youth. With the intake of numerous Grade 10 students during the 2021-22 school year, it has become evident that the pandemic has interrupted not only the intellectual development of these youth, but perhaps more importantly, their social and emotional development. The last “typical year” for these learners was pre-covid (2018-19) and data shows that many are deficient in their grade 8 and 9 core academic courses. For vulnerable youth especially, who are often already behind their peers, due to disengagement and absenteeism, COVID has amplified this gap in the social and emotional development of our grade 10 youth. That in turn has highlighted the need to focus on SEL, particularly the core competency of Personal Awareness and Responsibility.
- Our learners can make connections between emotions and learning. They can identify their own emotions, as well as those of others.
- Our learners can recognize their strengths and can use strategies to focus and accomplish their goals.
- Our learners believe in their capabilities to achieve academic, career and/or personal goals.
OUR NEXT STEPS
What's Next
Surrey Schools
Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.
The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.
