Goldstone Park Elementary 24-25
OUR CONTEXT
The staff, students, and parents have worked hard to build a positive, connected and engaged school environment where everyone feels a sense of belonging. Over the last two years' the school demographics have shifted with many new immigrant families and refugee's coming into the community making it all the more important to create a safe, inclusive environment where everyone feels seen, heard and celebrated. We strive to create a growth mindset with our students where mistakes are seen as learning opportunities and resilence is emphasized.
At Goldstone Park we value…
COMMUNITY – belonging – helping others – family – friendship – happiness – humour – peace
We care about and contribute to the well-being of our community. We strive to make Goldstone Park a happy, peaceful place where all our students, staff, and families belong.
INCLUSION -attachment, acceptance, involvement, empathy
We promote and encourage inclusion through the use of the UDL framework. We respect strengths and stretches and provide students with the tools they need to be successful.
LEADERSHIP – integrity – authenticity – honesty – responsibility – loyalty – accountability
We have the courage to do the right thing. We are honest. We are accountable for our actions. We treat others the way we would like to be treated. We are all responsible for all our students.
TEAMWORK – collaboration – involvement – positive relationships and communication – respect
We support each other. We trust each other. We respect each other. We value everyone’s ideas and we enjoy working together for the benefit of all. We communicate our ideas in a positive, respectful way.
LEARNING – creativity – growth – excellence – knowledge – personal development – success
We try our best. We are committed to continuous improvement; we recognize all experiences as important learning opportunities. We are innovative and we welcome new ideas and creative thinking.
As a School team, we have participated in district-led workshops on racial equity, anti-racism, and SEL, and explored resources such as Stop the Hate for Goodness Sake We implemented a school-wide plan centered on themes of love, connection, and community for the year to continue to promote inclusive practices in our school.
Participating in Resilient Rhythms Drumming Sessions
OUR LEARNERS
OUR FOCUS
Our focus was to continue to develop and use instructional strategies designed with a recognition that learning is influenced by: social and cultural context, background knowledge and understanding, and individual needs, interests and passions.
Every child matters and has a right to show their success …. our role is to ensure that every child has the opportunity to be successful.
Every child needs to be noticed and nurtured (notice, name what you see, and then nurture) so that they are celebrated for their success.
We focused on instructional strategies that could allow for students to:
- use language to identify, create, and share ideas, feelings, and goals
- develop new ideas or build on or combine ideas to create new things
- collaborate and develop their ideas through cooperation
- communicate their observations, explain their ideas, and reflect on their personal experiences
- recognize strengths and use strategies to focus and accomplish goals
Teachers focused on individual students and followed their progress and development over time in Reading, Writing or Math. These are a few grade level samples.
“Click on the links below to view these samples. After the samples download to your computer, open them up with Adobe Acrobat."
Div. 19 School Growth Plan.doc
OUR NEXT STEPS
We feel that our "next steps" are a relevant focus for another year as these opportunities cross all grade levels and curricular areas.
- Increasing opportunities for students to regularly engage in peer and self evaluation
- Increasing opportunities for students to demonstrate their thinking in a variety of modes
- Increasing opportunities for students to become proficient in the types of thinking they can use to develop their own understanding by asking questions, identifying puzzles, increasing wonder,
- Build on and evolve explanations, interpretations, and theories based on growing knowledge and understanding.
- Continue to make connections, comparisons, and contrasts between and among concepts - including connections across disciplines as well as to one's own prior knowledge.
- Continue to examine issues, ideas, and events from different perspectives and alternative points of view in order to discern bias, develop balanced views, and build empathy for others.
- Continue to incorporate the First People's Principles of Learning into all areas of learning with an emphasis that learning takes patience and time, and learning requires exploration of one's identity.
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.
