Jeff Baty

Gr. 7-12

I have completed this as both a template for my school to follow,

as well as for others to look to as an exemplar of what a
completed Living School Discussion Chart could look like in
their own building. The hardest thing to do, as I learned through
this Genius Hour project undertaken as part of my graduate
training with Dr. O'Brien in EDUC 6103 is going from a blank
slate to something believable. Something that can reasonably
jump from awareness to action. Awareness is wonderful, but if
we cannot get to the action level, be it as a Living Classroom, or
the broader idea of a Living School, then real change and by
extension real progress is rendered limited.
 TheEthos,Attri
butesandPracti
ceofa Li
ving School
Val
uesandVi
si
on:
School
communi
tyme
mbe
rsar
ecommi
tt
edt
o:

___________________________________________

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Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
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_
st
rengt
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howwewi
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indicatorsofsuccess
,

_
al
teri
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_
over
comi nganyobs t
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Devel
opinga I will use this column often to Jason Green and I believe that it This is an area where we have c
e l
ebratingsuc c
esses)

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compassionforpe opl
e outline where I believe we are at is difficult to outline any one of done well in perhaps an

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andalll
ivi
ngt hingsas as a building or within my the following areas as absolute interrupted fashion. It happens Establishing how many

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personal classroom. One of the "strengths", as they have not sporadically, but has not been a outreach-like initiatives one or all
well
asthes ki
ll
st o

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methods that my Principal, been looked at, or acted upon driving force. Further steps teachers have done in a year is
addres
spos i
ti
v echange

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Jason Green and I identified was previously through the lens of a include outreach activities with one method. Simply,
our feeder schools, or local

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an approach within this living school. It might be a reality establishing a version of the Two
in one classroom or more, but institutions such as the senior's

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document is to think school-wide Week Outdoor Challenge would
where possible, but to think school-wides, everything would centre. One thought would be to be another. For the latter, any

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about my classroom in particular be more fairly judged as a start by truncating the Two version of it would be a step in

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on items that may be a longer "growth area". Week Outdoor Challenge at first, the right direction.

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term vision. and look at making that a

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celebrated part of the school yr.

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Thehealthandwe ll-
bei
ng PRSD has done an outstanding While this is an absolute Professional development Our School Division has left a

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ofst
ude nts,
staf
f,the job recently of promoting staff strength of our building, we sessions that I have undertaken collection of 'feeling' pins that

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widercommuni ty, mental health and well-being. certainly would treat it as a including, Dr. Martin Brokenleg staff can attach to their shirts in

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Previous professional growth area. Conversations and his Circle of Courage model order to make it very visual how
andthenat ural

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development on the topic has about how we are all doing need is something numerous staff in they are feeling that day.
envi
ronme nt our building are trained in.

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been constant both for staff and to be made more common. Hearing students talk more
Well-being can't be a side-bar Implementing some of those openly in class or in the halls

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students. This is one of the
absolute strengths of our topic. strategies more regularly, as about their well-being would be

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building. well as doing something simple a strong indicator of success.

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like taking 30 second mental Seeing staff participate by

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health breaks each class are continued use of the buttons

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worthwhile ways to grow. would also be a + indicator.

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This is definitely a growth area. In math, recent training with This is another area where

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As olution-f
ocused This is something that I think I
have done very well in my specialist Laura Brake has auditory judgments by staff will

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growt hmi ndsetwhen
classroom, and I feel confident mainstreamed the statement, be critical. For example, in my

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facingc hall
engesand "first point of error". This has Gr. 9 math class, hearing the
in helping to export it to others

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oppor tunit
ies who are interested in hearing my been tremendous in taking change in student language from

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approach. students away from mindsets in September to January and

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math such as, "I suck", or, "I beyond is incredible. Continued

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can't do it" and would be very emphasis of first point of error is

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powerful to employ across a monumental boost when

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courses. teaching for a growth mindset.

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©Cat
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 TheEthos,Attri
butesandPracti
ceofa Li
ving School
Val
uesandVi
si
on:
School
communi
tyme
mbe
rsar
ecommi
tt
edt
o:

___________________________________________

___________________________________________

_
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess

_
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,

_
al
teri
ngpl ansifneeded,

_
over
comi nganyobs t
acle
s,

_
Creati
ngt r
usti
ngand This is an area where a lot of This is always an area to grow We had the Winnipeg Blue c
e l
ebratingsuc c
esses)

_
r
e s
pectfulr
elat
ions
hips time and effort has already been in. Life in a high school can be Bombers QB Matt Nichols, and

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placed. While it is perhaps not challenging as students are OL Matthias Goosen come out Every year our student complete
i
nt heschool

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an absolute strength, it is an coming of age and exercising a to our school in the recent past the Tell Them From Me survey,
communi ty

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area we are proud of. On a lot of independence. Sometimes to do a Break the Silence on which provides an excellent
Violence Against Women

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personal note, I was involved it comes out in ways that isn't opportunity to gaze into what is
ideal. presentation and leadership

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with the Lucas Fiorella happening in the school, where
Friendship Bench, workshop which has been

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and when in terms of things that
#yellowisforhello campaign, but impactful. Our School Division affect students. This preexisting

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was unable to fully execute the recently stressed positive school tool would be continue to be the

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campaign in our school. That is culture as a major future goal, primary means of tracking

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something to be revisited. which is huge. progress. The student services

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team would also provide insight.

___
Respec t
ingindi
genous I have tried to breathe some This is a divisionally recognized Including indigenous Where I organize my teaching

_
worldviewsand indigenous ideas and ways of area of growth, I believe. Every perspectives, proverbs, ways of planning, I will very easily be

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tr
adi t
ionalwaysof knowing into my lessons, but I Monday, we have recently knowing and world views are able to indicate in my notes

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certainly don't consider it a started acknowledging traditional something that can be more where and when the indigenizing
knowing actively included in lessons

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strength. territories of which we are of curriculum has occured. If I
across the curriculum. I believe find after a month that it is

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located, which is important.
Even more recently an that this needs to be made a happening at least once in each

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indigenous education committee school-wide initiative and driven class, each week, then I believe

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has been started, and there is home during meetings. While I am on the right track.

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optimism for very positive results that is not immediately on the Committing to a specific course

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stemming from there. Local horizon it would seem, I aim to or two and area where it would

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leader, Kevin Lamoureux has make a point of indigenizing my be of great benefit to have an

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been invited out for large own lessons an additional elder speak would be easy to

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divsional PD sessions, and that couple of times each week as a track. It simply happened or it

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has certainly had a lasting start. I have also had an elder did not.

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impact. There are indigenous come speak to my class in the

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symbols and cultural artifacts in past, and I would like that to be

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my own classroom, including at the very least, an annual

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dream catchers, the seven practice. Recently, we have

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teachings and the medicine celebrated Metis culture in our

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wheel. Many of these are in our building, as we have a large

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library as well, for example. metis student population.

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Continuing to emphasize this
would be very positive.

___
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 TheEthos,Attri
butesandPracti
ceofa Li
ving School
Le
ade
rshi
p:Or
gani
zat
ional
andgov
ernanc
est
ruc
tur
esar
echar
act
eri
zedby:

___________________________________________

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Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess

_
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,

_
al
teri
ngpl ansifneeded,

_
over
comi nganyobs t
acle
s,

_
Ensur
ingteache
rs, I spoke with Ben Carr, the This is an area of growth for I'm a firm believer, and c
e l
ebratingsuc c
esses)

_
principal of the Maples MET sure. There are challenges with increasingly so each passing
st
udentshavevoic
e

_
School in Winnipeg, MB. His growth in this area, but it is day, that students can learn If I am successful at rolling out
andagency

_
school, which I believe something I really want to extremely well from each other. the blog format of assessment in
Running more real world

_
represents so much of what is improve in my classroom. part for our Gr. 9s and/or 10s
problem-based project fairs is

_
right in education, and can be next year, then I believe at least
used as an exemplar from which something that I have had some on one front, I will have provided

_
many attributes and practices of success with in the past. I have an opportunity to empower

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Living Schools can be learned already started talking to another students. The other variable to

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from fully emphasized the idea teacher about using the blog measure is how often in my

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of choice, which I am trying to styled approach of this program class I am given choice to

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implement more of in my with our Gr. 9 & 10 students students and not being super

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classroom. moving forward for assessment. prescriptive.

___
Devel
opi
ngs t
rong I used to call every parent of all I believe that this is an area of Opening up our grading This is another situation where it

_
re
lati
ons
hipswith of my students in the evening growth for every school, software, Maplewood, to parents simply happens or it does not. If

_
pare
nts,
guardians, once each semester when I was everywhere. Jason Green is an and students with ubiquitous Maplewood is opened up to

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a 0.5 FTE teacher. This practice ardent supporter of 24/7 access is optimal in my students and families, then that
andcommuni ty

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was effective but incredibly time communication with families and opinion, and something that is a massive success. If we start
consuming and something I

_
has been since his arrival at seems to have a lot of traction. having parents/coaches
could not continue as a 1.0 FTE As somebody involved in

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SPC. Every objective needs its meetings before the season
teacher. For next school year, I champion, and this one athletics, I think having a parents

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starts then any concerns that
would personally like to have an unequivocally has its. meeting before sports teams parents have should be able to

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email list of parents for each of seasons commence is a big. be ironed out on the spot.

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my classes.

___
Creatingaut henti
c This is an area I need to speak I think that as long as the school Since I can only speak on an The next steps list in the

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oppor tuniti
esfor out and be incredibly and school division remain very individual basis given the previous box reads as a

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complimentary of my school and supportive, then this falls on the outstanding support I have checklist for myself. These are
prof
e ssional
school division. I have always

_
individual. It is up to each received, I have a few things that will improve my
developme ntof had full support for pursuing any near-future goals:

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teacher to identify as a classroom skills and my
teache rsfor and all PD that I'm into. professional where they want to - Completing my M Ed SCI

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extracurricular programming.
tr
ans format i
v ele
arni
ng grow and to seek out - Becoming a Google Certified

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opportunities that help them educator

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arrive at their desired goal. I - Completing my NCCP Train to

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cannot speak for others, but I Compete coaches certification

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am proud of myself in this - Becoming conversationally

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capacity. fluent in French (I work in a dual

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track school)

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©Cat
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 TheEthos,Attri
butesandPracti
ceofa Li
ving School
Le
ade
rshi
p:Or
gani
zat
ional
andgov
ernanc
est
ruc
tur
esar
echar
act
eri
zedby:

___________________________________________

___________________________________________

_
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess

_
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,

_
al
teri
ngpl ansifneeded,

_
over
comi nganyobs t
acle
s,

_
Culti
vati
ngane thos Respect for all, and certainly the This an obvious area for growth. When I was in high school at the c
e l
ebratingsuc c
esses)

_
ofincl
usionand treatment of women/girls is a We currently for example turn of the millennium,

_
huge focal point in my classroom celebrate Pink Shirt Day and homophobic language was The same Tell Them From Me
div
e r
sit
y
rampant. In class, out of class. It

_
and will continue to be. Orange Shirt Day, but those are survey mentioned earlier would
initiatives that could be given a was never stopped. Students

_
be a primary mechanism by
higher profile. today are much better than I

_
which something such as this
recall in my own time. However, could be measured. It is difficult,

_
doubling down on the outright and again, student services will

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necessity to treat all lifestyles be able to provided particular

_
and ways of being as insight beyond what a classroom

_
demanding of one's respect is teacher can typically glean.

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critical. Most classrooms are

_
identified as safe spaces.

___
Expli
citsupportf
or Jason Green has been I think other teachers need to In order to be an examplar, I Seeing the IDEA Lab come to

_
sust
ainabil
ity incredibly supportive of my see working examples of need to transition my classroom life, having projects that anybody

_
efforts both within this program something before making a into one that can most readily be can walk in and touch, see and
educationand
identified as a Living Classroom. feel is big. Having students show

_
and within our school. So much plunge. I know I certainly would.
well
-being While SPC has tremendous Immediate next steps include up to work on projects of their

_
of what is read is the need for a
champion, and having him as an growth opportunities with fleshing out the IDEA Lab. It is own choosing, on their own time

_
encouraging voice and standing respect to fostering and an additional classroom that the is another means of identifying

_
behind the idea of Living School, supporting sustainability 3 senior science teachers in the success. Seeing and hearing

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knowing now what is is certainly education and well-being, I hope building actively share, but is other teachers be complimentary

_
empowers my efforts. to be a living examplar. shareable with everyone. This is of my own classroom space

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a wonderful examplar space. would encourage me that I am

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Currently there is looming IISD doing something right.

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partnership.

__
I am behind the curve on this, I In a system that is extremely I am looking to weave into each This is another area where my
Encour
agingris
k

_
believe. The biggest thing in my concerned with student safety of my courses (or at least once ideas simply come to life, or they

_
tak
ingtoe xpl
orenew (and rightfully so), risk taking per grade level I teach) a do not. Alternative plans include
room is trying to get students to

_
waysofli
ving,l
earni
ng, no fear failure (getting can be a loaded term. While an well-being project. I also aim to more problem-based learning of

_
andworking something wrong). obvious area of growth, I do have a classroom content. I attended a great 2-day

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temper it a bit. vermicomposter set up by the session out of the University of

_
end of this year. Giving students Saskatchewan as my career

_
a chance to experience how started but have yet to be able to

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easy and fulfilling certain implement much of the ideas

_
practices are would be notable. behind problem-based learning.

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©Cat
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 TheEthos,Attri
butesandPracti
ceofa Li
ving School
T
eac
hingandLe
arni
ng:
Pedagogi
cal
prac
tic
esar
einf
lue
nce
dby:

___________________________________________

___________________________________________

_
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess

_
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,

_
al
teri
ngpl ansifneeded,

_
over
comi nganyobs t
acle
s,

_
Col
l
abor
ati
vepr
oce
sse
s This is an area at the staff level Challenges exist at the staff A collaborative assignment with c
e l
ebratingsuc c
esses)

_
that Prairie Rose has heavily level because of how widely a student in a different part of

_
emphasized by way of PLCs spread geographically our the world would be a really I think the best bet is to start

_
(Professional Learning division is. Communication unique experience. There are small, and focus on shared
issues to iron out in terms of

_
Communities). technologies do help to bridge problem-based, project-based
the gap. At the student level, we parent concerns regarding

_
learning, which ties together with
do a solid job inside of the safety in terms of modality of earlier attributes detailed on

_
classroom, but little between communication between previous pages. If the right

_
schools for example. students, but this is a really moment presented itself, even

_
exciting area to develop global collaborating with a school in

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citizens and move towards a northern Manitoba for example

_
global school model. would be valuable.

____
Aholi
sti
cvi
ewof I have tried to get students to not We are as many schools are, In the current model, I think the I'm not sure if tracking this in a

_
t
eachi
ngandlear
ning see themselves as a number focused heavily on achievement. most likely attainable goals are meaningful way is doable under

_
and to not let unit tests and I certainly understand the why, to continue to frame learning in the existing educational
the big picture to learners. Try to superstructure. Re-working units

_
exams dictate as much as they and do all that I can to reach the
related goals, though I have provide rationale and context as to ground them in real world

_
do. However it is an uphill battle.
I try to frame student learning in some notable concerns with often as possible so that it does relevance as much as possible

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the greater context of who they achievement as a focal point. I not feel like jumping through is the work around that I see

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are as global citizens, and how do believe that achievement hoops. Some elective courses before me, and taking

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what we are doing has a bigger unfortunately runs for example, may have some advantage of activity days and

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picture impact. It is to say the counter-current to a holisitic built in advantages with pursuing afternoons to really emphasize

_
least, a work in progress. view, which Sir Ken Robinson this attribute easier than others. what is important about life and

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suggested in his famous video. Math and Physics have some learning.

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built in challenges.

__
In my own classroom, I try to I think it is an area for significant As Ben Carr from the MET I believe that talking to students

_
Ac ommi t
me ntt
o
use the inquiry model at least growth, and is related to the School iterated, student success about how they feel about their

_
i
nquirybasedstr
ategi
es once per unit. It is not often previous attribute in that is about choice. The more own learning and whether they

_
andac t
ionst
oaf f
ect employed in senior years math focusing on achievement of frequently we can provide choice believe that they have any true

_
re
al wor
ldchange classes, though it does occur. curricular objectives can feel like in our learning sequences and choice would be an excellent

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it runs in the opposite direction courses, the greater the student way to check the temperature of

_
of inquiry-based learning in buy in. Working towards building the classroom. Teachers need to

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some teachable disciplines. choice into teaching would be solicit feedback regularly from

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helpful. their students in order to best

_
improve their own practice.

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©Cat
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 TheEthos,Attri
butesandPracti
ceofa Li
ving School
T
eac
hingandLe
arni
ng:
Pedagogi
cal
prac
tic
esar
einf
lue
nce
dby:

___________________________________________

___________________________________________

_
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess

_
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,

_
al
teri
ngpl ansifneeded,

_
over
comi nganyobs t
acle
s,

_
Aspir
itofincl
usi
on, This is an area where Prairie While the focus has been placed A big part of inclusion, aside c
e l
ebratingsuc c
esses)

_
st
udent-ce
nt r
ed Rose School Division has on making sure all students from being sensitive to individual

_
anddiff
erenti
ate
d implored a focus on Response succeed, there is certainly room abilities which is something done For me, positive school culture

_
to Intervention strategies. It is for growth at best differentiating very well across the board at and inclusion are linked entities.
l
earni
ng

_
something I am routinely instruction. Seeing all students SPC, is building school culture. The more I see students
Recent school renovations have

_
working on improving in my succeed, and having a plan in speaking positively of their
place for struggling learners, as been a source of pride and we

_
classroom. The variety of needs school, cheering on their peers
of the modern classroom well as learners who get it, have very recently hosted "A"

_
in their various endeavors, and
continuously present challenges means that we have properly Varsity Boys Basketball believing that they are a part of

_
that need a great deal of differentiated instruction. provincials. Getting many something bigger lets me know

_
creativity and innovation to students involved, and a spirit of inclusion is alive and

_
solve. developing a sense of what it well.

_
means to be a Baron is huge.

___
Thede velopme ntof This aligns very strongly with the I believe strongly in developing Previously suggested steps of If our school administration team

_
creativ
ityandcr eat
ing collaborative process attribute creativity, and I certainly wish to starting by getting the Gr. 9s and has an active and open channel

_
acl imatef orri
sk as well as risk taking and ways see growth in that area inside of 10s involved with putting some of communication with student

_
of learning attribute in my my own classroom. of their learning on a personal council to truly give student
takingand
blog is one step. Eschewing

_
estimation. voice a platform would be a
studentage nc
y more problem-based and strong indicator of success.

_
project-based learning is Students believing that they can

_
another. Lastly, I'd like to see change and impact their building

_
greater student voice, perhaps and their communities is

_
from student council. For ex., another.

_
our current seniors spearheaded

_
the launch of a student lounge.

___
Healthy living rears its head At the school level, we have long Getting a staffed canteen would I hate defaulting to money in

_
Model
ingheal
thy
,
regularly in chemistry and had a challenge with our allow us as a building to pursue education and while I refrained

_
sus
tai
nabl
elif
est
yle
s canteen/cafeteria. We currently healthy eating options. Right at all other turns, the growth
biology in my classroom and I

_
am very proud of that. have a wonderful group of now, students have no way of steps outlined in the previous

_
student volunteers headed by obtaining a healthy snack on box require rethinking a school

_
our tireless resource teacher campus unless they brought it space, and/or a cash boost. This

_
and they do a great job. That from home by and large. We means they are less likely.

_
said, without having a staffed desperately could use a real Alternative interim plans would

_
canteen, the food options are workout gym for students to use be a continued offering of a

_
limited and certainly don't reflect in their down time. variety of athletic clubs and

_
a Healthy Promoting School. other extracurricular interests.

_
©Cat
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 TheEthos,Attri
butesandPracti
ceofa Li
ving School
T
eac
hingandLe
arni
ng:
Pedagogi
cal
prac
tic
esar
einf
lue
nce
dby:

___________________________________________

___________________________________________

_
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess

_
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,

_
al
teri
ngpl ansifneeded,

_
over
comi nganyobs t
acle
s,

_
Authenti
casse
ss ment This is something that I really This is an area I really want to The Maples MET School model c
e l
ebratingsuc c
esses)

_
ofandforle
arning want to improve upon in my grow in, and I have spoken at is something that I think can be

_
classroom. As a senior years length to my principal about the used here with great success in One obstacle that I see existing
pract
ice
s

_
teacher, I do not see my challenges that I think most part. The Maples MET School in the near term is teachers

_
students for much time during directly interfere with taking has a teacher follow a group of being asked to take on new
students from Gr. 9 through Gr.

_
the day, and on "term" courses, assessment to the next level, courses, or give up existing ones
which is discussed the in the 12. You develop a real

_
only 1 hour every other day. This that they have been teaching. I
means that many weeks, I see next box. Ultimately, as a relationship with them and are

_
am of the particular mind that
them for only 2 hours total, or a teacher, I want what's best for responsible for the bulk of their while I understand that this

_
mathematical average of 2.5 my students, and I want to limit learning outcomes over various might not on day 1 be best for

_
hours per week. This makes boring, staid "old school" styled courses. In my experience at the teacher, it is most definitely best

_
maintaining classroom assessment as much as high school level, the more for student. In the long run, what

_
consistency very difficulty, and possible as it doesn't cater to frequently I see a group of is best for student is by far best

_
high level learning tasking as a multi-dimensional learning. students, the better connected for teacher as well, as you get

_
simple project can easily stretch Perhaps put more clearly, they are to my course, the more buy-in and can exercise the full

_
over a 3 week period which is no creativity and innovation on the innovative and creative my gamut of creativity and

_
ideal. student end takes time to shine. teaching practice is, and innovation in your practice as

_
It cannot be regularly ultimately the better everybody you are no longer (or at least far

_
interrupted. learns. I currently only have that more limitedly so) bound by the

_
with my Gr. 9s of whom I see same time and content

_
every day for math and every constraints that one single

_
other day for science. I have course, with one single set of

_
spoken with my principal actively students creates.

_
about a strong desire to have
more of this. He is extremely

_
supportive and on board with the

_
rationale for multiple courses

_
with the same grade level. The

_
only remaining hurdle is the

_
logistical challenges left

_
regarding scheduling and

_
making things fit in order to allow

_
the multiple course idea to take

_
root.

__
Within this framework, authentic

_
assessment such as

_
problem-based and

_
project-based learning on an

_
elevated scale is possible.

_
©Cat
her
ineO’
Bri
en&Pat
ri
ckHowar
d 7of1
2
 TheEthos,Attri
butesandPracti
ceofa Li
ving School
Nat
ureandPl
ace
-Bas
edOr
ient
ati
on:
School
ref
lec
tsade
epc
ommi
tme
ntt
o:

___________________________________________

___________________________________________

_
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess

_
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,

_
al
teri
ngpl ansifneeded,

_
over
comi nganyobs t
acle
s,

_
Usi
ngnat ural,
soci
al Given the build date of most Unquestionably a growth area The most pragmatic way forward c
e l
ebratingsuc c
esses)

_
andbui l
tenvir
onments
, schools in Canada stemming for myself in particular and the is for teachers to focus on

_
from the third quarter of the 20th school at large. We do not have turning their own classrooms This is daunting, as we are
i
ncludingtheschool

_
Century, the school itself is often the benefit of geographic setting into naturalized spaces as much mostly blank canvas. I think
env
e l
opet ofost
er

_
very utilitarian in design, and not on our side, being surrounded as possible, and using the public supporting and encourage
l
earning spaces in the school (of which

_
much thought was given to by highway and/or gravel teachers to make their
parking lot on 3 sides and a most, sunlight does not touch

_
optimize student learning in the classrooms engaging spaces,
way that we have researched hefty northwest wind sweeping unfortunately) to be made as

_
and perhaps allocating a small
today. As such, I have focused over the prairies on the pleasing as budgets allow. The amount of money for each

_
heavily on my own classroom to remaining side. We are very IDEA lab described earlier is one individual each year as was

_
green it up, have stimulating much a blank canvas in this such way. Indigenizing the made possible this year are

_
learning centres plunged all respect. library could be another. We do means of overcoming obstacles.

_
around and to use the outdoors. have fledgling learning gardens.

__
Incor
porat i
ngoutdoor

_
While significant limitations are As is described above, our Our outdoor space is windswept This needs a significant rethink

_
teachingandle ar
ning in place, I do try to take students geographic setting is far from and largely barren. Attempts to of our campus. Indicators of

_
rel
ativ
et othelocati
on out for learning walks when the ideal. The one side of the school plant and grow trees on the success would be sun/wind

_
ofthes chool opportunity presents itself. We that isn't pavement doesn't have Manitoba gumbo have been met shelters, lean-tos and related

_
do water sampling at the LaSalle an accessible door. It is a with very little success. A infrastructure that make our
substantial commitment perhaps section of outdoor space usable.

_
River, although there is no real substantial growth opportunity.
public access unfortunately. from our Design Construction With the right course

_
class (which already does a ton) (Agriculture, perhaps, or

_
would be one movement Environmental Design) and

_
forward. We really are replanting of areas with native

_
infrastructure limited. grasses could be imagined. I

_
Committing to taking students believe this is one of the most

_
for learning walks is another. challenging attributes for us.

__
I read a great book titled, "Eco While this is an area to grow, I I was part of a 6-member group The true tell-tale success

_
Devel
opingecol
ogi
cal
Literate" by Daniel Goleman. I see this particular attribute as within the Prarie Rose School indicator here will be how high

_
l
it
eracyofst
udents Division to start a PLC on
have instituted at least 1 of the 5 one that would likely be up the priority list (if at all)

_
andteacher
s practices of emotionally and accomplished in the late throes sustainability that strongly ecoliteracy registers in terms of

_
socially engaged ecoliteracy into of becoming a Living School. I identified with this attribute. teaching for sustainability as a

_
many of my lessons consciously. value it a great deal personally, Selling other teachers on it divisional or school based

_
but I also think it is a one of the ultimately requires a champion. initiative. While not a difficult

_
most difficult to sell other less If it is not a stated principle by attribute to hit, I do not believe

_
like-minded staff members on. which we operate in our building that there is much chance of

_
I don't believe it will have much school-wide success here in the

_
success of gaining any ground. immediate term. It's a late goal.

_
©Cat
her
ineO’
Bri
en&Pat
ri
ckHowar
d 8of1
2
 TheEthos,Attri
butesandPracti
ceofa Li
ving School
Nat
ureandPl
ace
-Bas
edOr
ient
ati
on:
School
ref
lec
tsade
epc
ommi
tme
ntt
o:

___________________________________________

___________________________________________

_
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess

_
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,

_
al
teri
ngpl ansifneeded,

_
over
comi nganyobs t
acle
s,

_
Incorporat
inguse I have decided to use the ample My principal and I acknowledged Our school furniture in most of c
e l
ebratingsuc c
esses)

_
offurnit
ure,li
ght, window in my room to establish that this is a growth area and our classrooms is quite dated,

_
classr
oom s us
tainabl
y a mini-greenhouse, and have something worth looking at, but and caters to the one-size-fits-all This is another attribute that

_
toe nhancewe l
l-
be i
ng two active hydroponic growth one that ultimately is governed approach. While desk orientation really does need either

_
chambers, as well as a goldfish by dollars and cents, and a can have some impacts, one substantial teacher time

_
tank. This is what I have serious amount of them. can only go so far. Some investment or financial

_
attempted to use to enhance teachers are comfortable having investment and occasionally

_
well-being. I currently have a plants in their room, and that is both. That former is more likely
wonderful, but not everybody

_
request in for ceiling hooks to than the latter. I think a great
feels that way. I believe that

_
establish some hanging vines opening indicator for SPC is a
(Golden Pothos) that can trail slowly encouraging staff to add

_
continued greening of the
around my room. donated furniture items to their building with plants. It's the most

_
room is at least possible. cost effective.

___
Devel
opi
ngstr
ongtie
s I have kicked the tires on getting This a substantial area of growth Encouraging teachers to look to Hearing positive feedback from

_
tocommunit
yand my students out into the feeder for myself personally and SPC in engage the community with their the community is one indicator,

_
commitmentto schools of which we have two, in general. It is an attribute that we learning projects, be it reading and perhaps the most important

_
act
ivegl
obalci
ti
zens
hip order to develop stronger ties can make serious progress on in with seniors, art at the town hall, of all. Seeing students more

_
and leadership skills. This has a relatively short amount of time science learning centres at the excited about their learning is a

_
not occurred as much as I would with some commitment. elementary feeder schools or real celebration of success in

_
have liked, and it as such it is thinking globally in their blogs and of itself. Ultimately, students

_
not a strength. and vlogs would be highly have to understand and be
worthwhile next steps. I had in shown that their learning is not

_
the recent past made a for their teacher, and their

_
commitment with the Lake teacher only to assess. Their

_
Winnipeg Foundation upon learning is to be shared, and by

_
winning acceptance to take a engaging the public sphere in

_
class on board the Namao, a various capacities, students

_
research vessel on Lake become more thoughtful in their

_
Winnipeg to develop a vlog site work and develop as global

_
where students share their citizenship.

_
learning with our surrounding

_
agricultural community. Their

_
learning was based around

_
nutrient loads in Lake Winnipeg

_
and all lakes for that matter, and

_
surface runoff. More of this

_
needs to become common place

_
to the learning experience.

_
©Cat
her
ineO’
Bri
en&Pat
ri
ckHowar
d 9of1
2
 TheEthos,Attri
butesandPracti
ceofa Li
ving School
He
alt
handWe
ll
-Be
ing:Sc
hoolcommuni
tydemons
trat
espr
inc
ipl
esand
pr
act
ice
sthatar
edesi
gne
dto:

___________________________________________

___________________________________________

___________________________________________
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,
Develope moti
onal, al
teri
ngpl ansifneeded,
over
comi nganyobs t
acle
s,
physi
c al
,andspir
it
ual Outside of the well-being project This is a growth area for SPC. As a teacher, teaching 5 out of 5
c
e l
ebratingsuc c
esses)
well
-be i
ngofstudents
, I undertake and the mental Developing spiritual well-being is periods is quite challenging,
st
aff,andt e
achers health breaks taken in my perhaps not practiced. Physical especially so with student help I think an end-of-year or
classes, this is perhaps not an well-being has numerous outlets at lunch. This is a contractual end-of-semester staff survey
area I do a great job of. I talk for students, and less so for issue, but definitely worth noting would be valuable to gain a
with students about not adding staff. Emotional well-being is I believe in terms of well-being. sense of staff opinion on
stress to their life, particularly receiving the most focus at this Next steps include perhaps only matters. Not everything is
with homework for example. point in time as an extension of giving up portions of lunch hours immediately controllable of
Prairie Rose is looking at mental health more or less. for help, in order to provide at course, but if teachers are at
well-being as part of its least a few moments of time to their best, then students get the
Continuous Improvement Plan. breathe each day. best of them.

Supportt
hepri
nci
ple
s This is a substantial area for There is no specific course that I view this as a huge attribute,
ofheal
th-pr
omoti
ng growth. The food availability was addresses things such as and there isn't one indicator of a
school
s explained in an earlier attribute. self-care. Ostensibly they should health promoting school. Based
The mental health components be woven into existing classes. on earlier work done in my
are evolving and it is certainly This mostly makes sense, building, I would start to
something that we are moving except for the fact that a course suggesting fairly equal levels of
on at SPC, which is positive. which is built for 110 contact male and female participation in
There is however limited whole hours typically is lucky to hit 90 intramurals would be a great
community engagement with in practice. This presents some indicator with respect to physical
regard to building a healthy notable challenges, and the health. Expanding our social
school. The role of the school is simple reality is that many items justice team would be another.
still viewed in my estimation get cut, often that which is Ultimately I think this is
primarily as a knowledge viewed as an "add-on". This is something that requires
facilitator. yet another reason why I support community partnership and will
a twist on the MET School in part be driven only as far as
model, which would have participating community
students see the same teachers members deem necessary. I
more often. It is then when you think a lot of that starts with
have real opportunities to developing a food service that
explore worthwhile initiatives offers healthy options
that stretch well beyond consistently. Access to health
curriculum as you are not officials would be another key
encumbered by a significant asset to have and a strong
time limitation. indicator of a health-promoting
school.

©Cat
her
ineO’
Bri
en&Pat
ri
ckHowar
d 1
0of1
2
 THE ETHOS, ATTRIBUTES AND PRACTICE OF A LIVING SCHOOL
Health and Well-Being: School community demonstrates principles and
practices that are designed to:
This is one of our
strengths
Explicitly explore the
links between human
This is something I explore in my
health and the
classroom, especially in
natural world
chemistry and in ecology-based
units in general science courses.
It is treated however somewhat
anecdotally, being that it is
mostly reserved to those
moments in time.
Explore the This is something I'm trying hard
relationship between to begin to build in my
classroom. It cannot be a
sustainability,
one-teacher project however, if it
happiness, and is to be successful. I am deeply
well-being passionate about this idea, and
with time I hope to become more
of an expert at rolling it out at the
school-level.
© Catherine O'Brien & Patrick Howard
This is an area we
want to grow
This is an attribute that is
enhanced with further activity in
other domains, such as outdoor
learning and using natural
environments. It certainly is an
area within which we would want
to grow at SPC.
As a school, this is an area
where everybody can stand to
benefit from continued growth. A
champion is needed here and
I'm fully heartened that my
principal is very supportive of me
pursuing this agenda both inside
of my classroom and using the
Living Classroom approach as a
model to others in the gentle
pursuit of a Living School, or at
least, something that adheres to
as much of the ethos and
attributes of a Living School as
possible.
Possible next steps
(how we will grow)
Future steps towards making
this attribute a strength include
living experiments within the
school such as an aquaponic
centre in order to connect
students to these ideas. I think in
my classroom, celebrating a
"science fact" or a "sustainability
fact" every day could be a great
way to move forward.
The first step is getting students
to determine what makes them
happy. Once a student is aware
of what drives their happiness
then teachers can remind them
in class to make sure that they
make time for that thing/those
things. Of course, the critical
part is helping students make
the connection between their
preferred activity, and grounding
it in sustainability. That is to say
that their preferred choices do
not detract from the well-being of
others, with others being any
living entity on this planet.
I know it sounds simple, but
constant reminders of looking
after one's self, and finding the
simple elements of life that bring
joy was novel to me when I
started this program. Now I
adhere to it very firmly. I think
we can easily pass on the msg.
Tracking Progress
(indicators of success,
altering plans if needed,
overcoming any obstacles,
celebrating successes)
As a teacher, I know an idea is
resonating when students begin
asking questions and sharing
their personal experiences. If
this becomes part of the "fact"
discussion, I would feel
confident that I was hitting my
mark.
This is a very formidable
attribute to measure. I see it as a
way of being, and that is at times
uncertain when it comes to
precise indicators.
While inexact, I think it renders
itself when students know how
to accurately separate recycle
and compost from garbage. It is
when healthy foods appear
commonly, and when everybody
is treating each other reasonably
well. When fear of failure
evaporates, and when students
feel like they have a great deal
of agency and that their needs
are being mostly met by the
school to which they are a part
of. A coach one time suggested
that if you chase perfection, you
may catch up to excellence at
some point. I think this attribute
is best viewed as a life long
journey that has no finish line.
11 of 12
 TheEthos,Attri
butesandPracti
ceofa Li
ving School
He
alt
handWe
ll
-Be
ing:Sc
hoolcommuni
tydemons
trat
espr
inc
ipl
esand
pr
act
ice
sthatar
edesi
gne
dto:

___________________________________________

___________________________________________

___________________________________________
Thi
sisoneofour Thi
sisanare
awe P
oss
ibl
ene
xts
teps T
rack
ingPr
ogr
ess
st
rengt
hs wanttogr
ow (
howwewi
l
lgr
ow) (
indicatorsofsuccess
,
Supportposi
tive al
teri
ngpl ansifneeded,
communi cat
ionin over
comi nganyobs t
acle
s,
Our principal has made While there are many ways to Teaching good digital citizenship c
e l
ebratingsuc c
esses)
theclass
room,at
communication a large focus grow on this front, I'd like to is going to be a massive future
schoolandinthe Positive feedback from the
point during his time thus far at focus in primarily on digital endeavor as students lives community would be an
widercommuni t
y SPC, and I believe it is definitely citizenship. increasingly exist in and on the immediate indicator of success
an area where we do quite well. digital platform. Right now there on this front.
A move towards opening up the is a focus on using digital
grading software to all students technologies more frequently, In the past we had discussions
at all times is another very but not as much on how. Many as a staff about student
positive step. teachers are simultaneously language. Further positive
uncomfortable with significant feedback from staff on student
Communication between digital usage and largely communication by way of
students in our classes is unaware of digital citizenship. I Google Classroom and in the
typically very good. As a small think teacher professional future, their blogs.
school, all the students have development on this front is an
known each other often for many important first step. Teachers At the end of the day, SPC, like
years before arriving at SPC. cannot teach well that which all schools, will need to embrace
they are uncomfortable with 21st Century communication
themselves. technologies as the new normal,
and getting ahead of the curve,
Obtaining a digital copy of an or at the very least, not behind
email list by grade for parents the curve will be time well
would be huge. The school invested with regard to
registry software of course has supporting positive
all contact information, but it is communication.
very clunky and slow to use. It
essentially requires a solid
chunk of time invested in the
evening to communicate via
email. Having any small
measure to streamline the
process would absolutely aid in
further expanding email
communication with parents.

Teachers modeling outstanding

communication with students via
Google Classroom is something
that needs to be continued.

©Cat
her
ineO’
Bri
en&Pat
ri
ckHowar
d 1
2of1
2