This year Spring Break has come later in the month of March then it did last year. This means that when we return to classes tomorrow there will only be three months of the school year remaining. The last three months can often be the busiest three months, as teachers work hard to complete academic requirements, PAC gears up for their big Fun Fair fundraiser, and we begin the many transitions that will occur.
During the last term we will have a number of transitions that are important for our community. The most obvious one is with our grade six students heading off to middle school. While some of their transition activities have already happened, there are several more to go. At the other end of the spectrum we have our last group of half day kindergarten students transitioning to full days and a new crop of students entering kindergarten with the start of our Full Day Kindergarten program. In between each of these, and equally as important, are the transitions for each of our students from one grade to the next, a process that we take as a great responsibility.
Of course, there are also adult transitions that happen within our school community. We have many parents who are in their final year at David Cameron as their youngest or only child moves on to middle school. This will mean some large holes need to be filled on our PAC as we head towards our AGM in May and the election of a new PAC. Finally, we will be transitioning a new Principal into our school community. The District has not yet appointed the person for this position, but will likely do so in the next short while, and then we can begin the process of introducing her or him to David Cameron.
These changes will include a host of additional challenges for us as we continue to keep our focus squarely on a successful academic term.
Sunday, March 27, 2011
Sunday, March 13, 2011
Report Card Language
At this time of year, teachers in schools across the province are working hard to prepare report cards for families. The teachers at David Cameron are no different. We are so fortunate to have an incredible group of professionals working with and for our students. This is certainly reflected in the care and attention put into report cards. Our teachers struggle with getting the comments just right to make sure there is a caring blend of support and direction for improvement.
One of the things we all struggle with; teachers, parents, and students alike, is the language that gets used. Sometimes we get caught up in "eduspeak" and move away from stating what is happening for a child in clear and simple language. This happens in all professions where vocabulary specific to that profession emerges, and while we do our best not to head down that road, it does happen sometimes.
The bigger issue is the language of achievement. These are the words like, "Johnny is fully meeting expectations . . ." that appear on report cards. By Ministerial requirement, all report cards must include what the student is able to do, areas for improvement, ways to support learning, and a statement of achievement. This is where the language can become confusing. In the primary and early intermediate grades the term "exceeding" gets used to describe a student who is doing exceptionally well. It becomes difficult for teachers and parents to determine what exceeding means. Granted, there are examples on the Ministry Performance Standards, but the word is difficult to pin down. Does it mean that the student has surpassed the expectations of the grade and is working on material at the next grade level, or does it mean that they have surpassed the expectations of the teacher? Letter grades use a different term to describe "A" level work; that is work that is excellent or outstanding.
At the other end of the spectrum we have the terms "approaching", "minimally meeting", and "satisfactory" work. Approaching is used on primary report cards to denote someone who is meeting expectations but at a lower level. The term seems to suggest someone that is not yet meeting the expectations, but is approaching them. Minimally meeting expectations is the phrase used for early intermediate to denote the same level of achievement, while the letter grade language of "C" means satisfactory.
It would be great if we could determine a common language that was truly reflective of what a student is able to do and that is clearly understandable by parents and the public. In the meantime, the one valuable thing that all of this language does do is to create opportunities for teachers and families to connect in conversation about their child.
One of the things we all struggle with; teachers, parents, and students alike, is the language that gets used. Sometimes we get caught up in "eduspeak" and move away from stating what is happening for a child in clear and simple language. This happens in all professions where vocabulary specific to that profession emerges, and while we do our best not to head down that road, it does happen sometimes.
The bigger issue is the language of achievement. These are the words like, "Johnny is fully meeting expectations . . ." that appear on report cards. By Ministerial requirement, all report cards must include what the student is able to do, areas for improvement, ways to support learning, and a statement of achievement. This is where the language can become confusing. In the primary and early intermediate grades the term "exceeding" gets used to describe a student who is doing exceptionally well. It becomes difficult for teachers and parents to determine what exceeding means. Granted, there are examples on the Ministry Performance Standards, but the word is difficult to pin down. Does it mean that the student has surpassed the expectations of the grade and is working on material at the next grade level, or does it mean that they have surpassed the expectations of the teacher? Letter grades use a different term to describe "A" level work; that is work that is excellent or outstanding.
At the other end of the spectrum we have the terms "approaching", "minimally meeting", and "satisfactory" work. Approaching is used on primary report cards to denote someone who is meeting expectations but at a lower level. The term seems to suggest someone that is not yet meeting the expectations, but is approaching them. Minimally meeting expectations is the phrase used for early intermediate to denote the same level of achievement, while the letter grade language of "C" means satisfactory.
It would be great if we could determine a common language that was truly reflective of what a student is able to do and that is clearly understandable by parents and the public. In the meantime, the one valuable thing that all of this language does do is to create opportunities for teachers and families to connect in conversation about their child.
Sunday, March 6, 2011
Appreciative Inquiry
On Friday, about a dozen of the David Cameron staff got together with Dan Doherty, an Appreciative Inquiry facilitator, to examine in greater detail the idea of Appreciative Inquiry (AI). Wow! What an incredible opportunity to learn about such a powerful way to look at things and to connect on a deeper level with colleagues. We spent the day together engaged in meaningful conversation about our school and learning. We looked for examples of greatness and how we can build upon those for future successes.
During the day, Dan led us through the process which focused on the question, "How are we effectively fostering constructive inquiry, and how can we enhance the spirit of inquiry within our students beyond what we are currently doing?" What a powerful question for us to engage in for the day. Dan further explained that AI is "asking questions that add value" (this one clearly did). One of the basic principles of AI is that what you focus on expands. If we focus on the negative (destructive), we get more of that, but if we focus on being constructive that is where we grow.
As we explored, inquired, and asked deeper questions we began to collectively see great things in our school and ways to build upon them to extend the quality of experience for adults and students. Themes began to emerge about trust, risk taking, and the continued development of our school culture.
The day was a great example of what professional development can and should be. Staff were engaged, energized, and it made us think about how we can be better for our students. We now have a core group of staff keen to explore ways that we encourage risk taking and trust already, and how we can get more of it.
During the day, Dan led us through the process which focused on the question, "How are we effectively fostering constructive inquiry, and how can we enhance the spirit of inquiry within our students beyond what we are currently doing?" What a powerful question for us to engage in for the day. Dan further explained that AI is "asking questions that add value" (this one clearly did). One of the basic principles of AI is that what you focus on expands. If we focus on the negative (destructive), we get more of that, but if we focus on being constructive that is where we grow.
As we explored, inquired, and asked deeper questions we began to collectively see great things in our school and ways to build upon them to extend the quality of experience for adults and students. Themes began to emerge about trust, risk taking, and the continued development of our school culture.
The day was a great example of what professional development can and should be. Staff were engaged, energized, and it made us think about how we can be better for our students. We now have a core group of staff keen to explore ways that we encourage risk taking and trust already, and how we can get more of it.
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