WSS is located on the traditional territories of the Sḵwx̱wú7mesh Úxwumixw and St’át’yemc Ucwalmicw Nations.
We are honored to be learning together on these territories.
Before We Begin Planning For Learning, We Ask….
What impact do we want to have on student learning?
What evidence will tell us we’ve had an impact?
(Tom Guskey, 2017)
Elements of our Environment that Support Learning for Everyone
- Supportive leadership by all staff
- School teams built on trust
- Opportunities for collaboration
- Meaningful feedback
- Effective professional learning – purposeful, intentional, practice-oriented
Please visit WSSLearns for a detailed look at some of the learning happening at WSS.
Principles of Practice – It’s what we believe about the learning needs of our students…
These are the site-based, professional practices embedded in our day-to-day instruction and structures that support the pathways to help students develop and demonstrate (through a variety of ways) learning in the five core competency domains.
Theory of Action
If we co-design authentic, purposeful learning that
- engage learners through differentiated opportunities that allow for
- effective feedback and informed assessment
then students will be able to demonstrate
- an understanding of curricular content and competencies
- through the application of essential knowledge, real-world experience, and self-reflection, while exploring concepts in relation to big ideas.
Guiding Inquiry Question
Our Foundation and Process of Learning continue to be literacy and engagement, respectively. However, we continue to explore other Pathways to Learning approaches while developing instructional strategies that place an emphasis on the demonstration of core and curricular competencies.
Data, along with other sources of evidence, illustrate how we continue to develop in these areas. Together with provincial, district, and school planning, staff, students, and parents continue to learn more about competency development and student self-reflection through the lens of SD #48’s Strategic Plan and the Ministry of Education’s K-12 plan.
We are basing this on research into how we learn, supporting the premise that
“the brain does not store facts, ideas, and experiences like a computer…it embeds them in networks of perceptions, facts, and thoughts” (Benedict Carey).
Similarly, we recognize that student self-reflection/self-reporting is contrary to solely grade-based learning. There exists a high effect size between student achievement and powerful strategies/structures including teacher estimates of achievement, student self-reporting, ongoing feedback and formative assessment (John Hattie’s meta-study on factors that influence effect size on student achievement).
Shared instructional strategies that include inquiry and project-based learning approaches, result in the development of a growth mindset grounded in the core competencies. Through a variety of communication methods, including circle discussions, we believe student learning can be authentic and purposeful.
What processes are used to review and revise our inquiry?
We are continuing to work collaboratively to guide our approach of employing pathways into our classroom strategies (and structures) through professional learning and the development of school-wide approaches of co-creating and co-assessing student learning. We are learning to develop pedagogical practices that focus on KNOWING, DOING, and UNDERSTANDING through the framework of our school improvement plan, provincial and district implementation workshops, and ongoing professional learning (including collaboration days, school-based team meetings, department/staff meetings, our summer learning retreat, district and provincial teams (ILT, District Assessment Team, Aboriginal Enhancement Team), Shared Learnings, and the CSL (Communicating Student Learning) Pilot Program.
Curricular explorations, cross-curricular programming, learning to solve authentic challenges, and the use of self-reflective (competency-based) language in our classes are a few ways we are changing learning at WSS. We continue to recognize and explore how, through common language, our pedagogical practices align with our District’s educational plan and the new BC curriculum.
How does the school’s Theory of Action address learning for ALL students?
We believe that common language that concentrates on instructional strategies and structures that uphold the pedagogical pathways of learning will lead to a wider range of methods for all students to better demonstrate their learning, resulting in overall improvements in achievement. Our work will be to continue to identify and develop collective strategies/structures that, through a variety of evidence, would convince us overall achievement is improving. This will include constructing a framework that will help us better recognize how developing competencies are self-assessed.
What strategies and structures are we currently working on at WSS?
– CSL Pilot Program in French Immersion and English 8
– Math Vertical Alignment with our district Instructional Leadership Team
– Aboriginal Leadership Team
– Inquiry Projects
– Grade 9 Writes
– District Implementation/Curriculum Implementation Days
– Timetabling Process – Multi discipline and grade programming options
– Makerspace (Staff/Student Driven; Hybrid Model)
– Circle Process
– Coaching Behavior Strategies
– Reflective Practice/Competency Development Workshops (Grade 8/9)
– Dialogical Assessments
– Presentations Of Learning
– Portfolio Development/E-Folios
– Cross-Curricular Instruction
– Collaborative Exams
Strategies and structures are continuously evaluated and refined throughout the year using collaborative processes including
- SBT meetings
- Interim Measures meetings
- Lead-Learner (Dept.)/Staff meetings
- Parent/committee meetings
- Team building/collaboration meetings
- Student focus-group meetings
- Office meetings and
- District/Provincial meetings