Earl Marriott Secondary 22-23

The Earl Marriott staff has been working together on a focus that connects their work with the District Priority Practices of Truth and Reconciliation, Equity Diversity and Inclusion alongside Curriculum Design: quality assessment and instructional strategies in consideration of District Inquiries of Transitions and Well Being.

A Focus on a positive school culture that embraces and celebrates equity, diversity and inclusion

The District Inquiry in Well-being through an emphasis on social and emotional learning

• Valuing diversity
• Understanding relationships through a cultural context
• Understanding and caring about self and others

And the District Priority Practices of:

• First People’s Principles of Learning and Truth and Reconciliation
• Curriculum that is purposeful, intentional and meaningful
• Instructional strategies that emphasize student voice, choice and ownership of learning
• Instructional strategies that have a foundation in Inclusive learning
• Social and emotional learning

Specific Student Learning Goals and Experiences

• Students will be able to:
  • Analyze strategies for responding to discrimination, stereotyping, and bullying
  • Understand relationships and experiences through a cultural context 
  • Through their academic curricular programs, explore First Nation’s history and culture, as well as Black History and culture.  (Humanities, English, Social Studies) 
  • Demonstrate through performing and fine arts, and ADST (Drama, Visual art, Writing, Music, Home Economics, Tech) a representation of the variety of cultures and identities in our school.
  • Explore and describe factors that shape personal identities, including social and cultural factors. 

In Relation to the Curricular and Core Competencies

• Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
• Contribute to care for self, others, community, and world through personal or collaborative approaches
• Analyze strategies for responding to discrimination, stereotyping, and bullying
• Explore and describe factors that shape personal identities, including social and cultural factors
• Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
• Incorporate First Peoples world views, perspectives, knowledge, and practices to make connections with mathematical concepts

Instructional strategies and supports

• Create a current collection of indigenous learning and instructional resources to give a voice to our local First Nations People’s history
• Design learning environments that embed the priority practices and reflect the First Peoples Principles of Learning.
• Consistently and continuously embed First Peoples Principles of Learning into our activities / instruction
• Create a collection of resources in our Library and English dept. that explore Black history and culture, and promote BIPOC communities
• Create a collection of resources in our Library and English dept. that include a peoples and histories that reflect diverse orientations and identities
• Continue to bring in a diverse range of resources, representative of different cultures, viewpoints, and experiences.
• Focus the development of curricular programs that explore and educate on First Nation’s history and culture, as well as Black History and culture.
• Develop performing and fine arts (Drama, Visual art, Writing, Music) opportunities that represent the variety of cultures and identities in our school.
• Celebrate diversity in our building through daily awareness activities and focus days/months to highlight diversity and understanding

Student Learning Experiences

• Students will experience courses and curriculum that authentically embody aspects of First Peoples’ values around teaching and learning.
• Students will be offered a range of diverse curriculum and courses that allow for full representation and acknowledgement of diverse story as represented by our demographic
• Students will be encouraged to celebrate diversity and explore the cultures and histories of their fellow classmates
• Students will be asked to critically understand their role in the support of others who reflect diverse orientations and identities
• Students will be offered a range of diverse curriculum and courses that allow for full representation and acknowledgement of diverse story as represented by our demographic

Story 1 - Embedding First People’s Principles of learning into the classroom experience: Reflecting on the First People’s Principles of Learning and how they shape and guide us in our personal learning

Beginning with the First People’s Principles of Learning:  Every classroom in Earl Marriott displays a First People’s Principles of Learning poster.  With the focus on Indigenous learning, one of our senior English classes used the poster as a point of self-reflection and learning to start off the semester.

"We have a First Peoples Principles of Learning poster on the wall in our classroom, but what does it mean? We split into groups of 2-3 students and then each group dug deeper into one of the principles. First, we put it into our own words in order to more easily understand the principle; then we thought about what it could look like in our lives. What does each principle mean for us as students? How can we integrate First People's ideals and traditions into our daily habits and learning? After a few minutes of discussion within small groups, students shared their interpretations and ideas with the class."  EMS Teacher S. Ganshorn

The reflection on each principle brought Indigenous ways of learning into the classroom as an experiential principle, and gave each student a starting point for their future learning in the classroom.

Story 2 - Celebrating Black culture and history, and how it directly relates to our story within this province and contributes to our shared identity as British Columbians

Students in Mr. Lee's Social Studies classes were asked to create a small poster to acknowledge Black History month. They were asked to specifically highlight a person who made a contribution to the development of British Columbia, or whose story had a British Columbian perspective.

"I thought I would share ... the things that gave me the impetus to start off my Socials Studies classes in the month of February with a lesson and learning activity on Black history in the province of British Columbia.  A significant part of what I wish to impart with my students in my classes is a recognition of the diversity of our province and the contributions made by Black people and other diverse groups that helped develop our province.   So many of their stories are not told and their voices are not heard.... The idea for this project came from an article written by Valerie Jerome, a retired BC teacher, who was the first Black person to be hired to teach by the Vancouver school district....Here are some of their contributions." EMS Teacher Mr. Lee

Starting the semester with an activity that celebrates and acknowledges the contribution of Black British Columbians allowed students to reflect on and celebrate diversity in their community and in their history.  It is important for the students to understand that Black History is Canadian History, and British Columbian History.  The integration of these stories and contributions to our collective history will promote the organic relation of diverse stories and knowledge in our curriculum, perspectives that were previously overlooked and dismissed. 

The posters were then used by other teachers and Student Council and displayed in various areas of the school as part of the acknowledgement and celebration of Black History month.

A Focus on Assessment using competency and strength-based language to improve student performance and transition experiences in the first years of Secondary school

• Working towards the District Priority Practice of Quality Assessment  
  • determining levels of performance through the use of rubrics and performance scales that outline important aspects of student performance through strength-based language.
• Embedding the District Inquiry in Transitions 
  •  Improving grade to grade transitions in Secondary schools, by continuing the language of learning behaviors and strength-based learning

Specific Student Learning Goals and Experiences

• Students will understand and be able to self-reflect on their areas of strength and misconceptions in their learning, and use that information to set new learning goals.
• Students will develop reflective language and metacognition (i.e. the ability to think about thinking) to engage in effective self-assessment.

In Relation to the Curricular and Core Competencies

• Make judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.
• Reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues.
• Use their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.
• Explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback.
• Will apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning.
• Will reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes.
• Will give, receive, and act on feedback and set goals individually and collaboratively. They will determine the extent to which they have met their goals and can set new ones.

Instructional strategies and supports

• Create an Assessment team that will explore, develop and share assessment strategies and practices around the school.
• Develop a variety of assessment tools that can be shared and adopted by others
• Focus on professional development activities that support the adoption of proficiency scales to communicate learning
• Focus department and staff meeting discussions on Assessment practices using proficiency scales by creating a standing item in both meetings
• work together as a school community to create an Interim for 8/9 students that uses strength-based language when discussing learning behaviors (work habits) as well as possibly a quick snapshot of student progress in regards to the learning standards for that subject area.

Our Next Steps

1.   A Focus on a positive school culture that embraces and celebrates equity, diversity and inclusion

• Analyze academic progress at end of term and school year for target group

Using Data from SD36, track the progress, attendance, academic success and graduation rates of target students

• Review Core Competency reflections for data on identity

Include specific questions to gather information on progress in understanding of competencies pertaining to diversity, equity and inclusion.  

• Interview with student clubs (student voice) to talk about progress in developing a positive school culture that    embraces and celebrates equity, diversity and inclusion

Together with English dept., facilitate a Lit Circle conversation with a diverse group of students on their experience and understanding engaging with literature that allows for full representation and acknowledgement of everyone’s story in curriculum. 

• Intentionally promote and encourage the subscription of the Black Studies course for 2023-2024

Promote through Course selection process and Socials Dept.  

Encourage awareness of new course through school Social Media.

Focus 1:  Evidence of learning and success

• Academic success data Indigenous students Grade 8 and 12 was shared with staff and PAC

Overall, our target students in Grade 8 and 12 have had a strong transition both to Secondary school, and in their final year prior to post-secondary.  In data collected through the first three summative reports this year, the students were demonstrating success in all subject areas.

• Core Competency reflection data

Through the Core Competency reflection process, students were asked to reflect on the following questions and statements in their MyBluePrint Portfolio:

1. How has your learning this year helped you in understanding your role in the support of others who reflect diverse orientations, cultures and identities? Have you had an opportunity through your writing or drama to communicate your understanding of the factors that shape personal identities, including social and cultural factors?

Sample student responses:

I have learnt how to understand other views by putting myself in their shoes and thinking from their perspective. I have not had a chance to show my understanding in other cultural factors.

I have definitely learnt more about other people’s religions and cultures, and felt I could talk about it and ask questions without feeling disrespectful or offensive. My understanding of other people’s cultures and identities has improved from last year, and I feel I know them slightly better, and can show support for them through writing and talking. I also feel I know more about myself and my identity.

This year learning has helped me to understand stories and books more. Because I know more about other people’s perspectives. However, I still have so much more to learn in this area.

This year's learning has played a crucial role in helping me understand my role in supporting others who reflect diverse orientations, cultures, and identities. I have come to realize that diversity is a strength that must be celebrated and embraced. Through my writing and drama, I have had the opportunity to communicate my understanding of the factors that shape personal identities, including social and cultural factors. By doing so, I hope to promote a greater understanding of the complexities of personal identity and encourage empathy and acceptance towards others.

2. In what way have your classes and your activities in the school increased your awareness of Indigenous knowledge and Indigenous principles of learning? How have you grown in your understanding and learning in relation to equity and diversity?

Sample Student Responses:

I've also become more aware of issues related to equity and diversity, and have learned to be more mindful of how my own background and experiences may influence my perceptions and interactions with others. In my English class, we read a novel that focused on themes of race and identity, which led to some important discussions about privilege and discrimination. This experience helped me to recognize my own biases and gave me tools to work towards being a more empathetic and understanding person.

For indigenous learning, there were some people that came into my socials class and I found it really interesting and learned some things.

I learned a little bit more about the indigenous culture and community around us. Going to the pow wow this year was really interesting and we learned some new things about their culture. I have learned over the course of this year that our community and our country are extremely diverse.

While my work habits have grown stronger, my awareness for other cultures and equality has grown as well. I have learned more information about the indigenous people that lived here before us, how they live their life, and how they keep their traditions alive today. I believe that in order to make sure everyone is treated as an equal member of society, our school must continue to present opportunities for students to participate in learning activities related to the indigenous people. It is important that diversity and equality are present at our school as it adds to the overall knowledge that is offered.

• Student facilitated conversation data:  Lit Circle conversation

A diverse group of students was brought together to create a Lit Circle.  They were given a number of prompts for a facilitated conversation, taken directly from the Ministry curricular competencies and learning standards.  Their insights and reflections were recorded.

I. Experience connected with place, story, cultural practices and perspectives: In your class, have you been given the opportunity to engage in problem-solving experiences and discussions connected with place, story, cultural practices, and perspectives relevant to local First Peoples' communities, the local community, and other cultures?

II. Values:  What value did you receive through engaging in literature with diverse characters and social environments? How would you describe the importance and value of allowing for full representation and acknowledgement of everyone's story in curriculum?

III. Engaging with the story and making connections:  How do stories support and enhance your understanding of relationships and experiences in a cultural context?

IV. Inclusive Debate: How does the curriculum enable you to explore and describe factors that shape personal identities, including social and cultural factors?

• Black Studies course - Unfortunately, the course still has a very low subscription rate, as more students become aware and interested in this choice for Grade 11/12.  We will continue to work on this initiative to be able to offer it to our students in future, and advocate for its inclusion as a Ministry course for graduation and Post-secondary application. For the 2023/24 school year, our school will be offering First Nations Studies 12, English First Peoples 11 and 12 as part of the new Indigenous Graduation Requirement.

New Course teaches Black History to High School students in Surrey

2. A Focus on Assessment using competency and strength-based language to improve student performance and transition experiences in the first years of Secondary school

Our school continued with this focus area through our staff and department meetings.  A focus group of interested teachers promoted and share the use of competency assessment and the use of proficiency scales in their reporting.  Each department went through a process of learning that was guided by the Assessment team and the CSL lead at the school.

However, as the Assessment and reporting Policy moved from Draft to full Implementation, this focus area became less of a school goal, and more of a sequence of learning and implementation.  Our staff is now at a place where they are familiar with the language in the new Reporting Policy, and they have prepared resources and shared Proficiency scales and Strength based exemplars for full implementation in Sept. 2023.  We will be removing the Focus on Assessment from our Student Learning Plan for next year, and leaving a place open for further inquiry and focus on Curriculum and Assessment.

Continued Focus 2023 - 2024