Avon Mailtand District School Board Strategic Plan Slogan, Engage, Inspire, Innovate... Always Learning
Traffic Light - Indicators of Success

Pending/Under Review

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Maximize Student Outcomes in

" If we help our students gain competency in the following areas: collaboration, communication, creativity, critical thinking, and problem solving, then our students will develop and value the required skills to participate in a global economy."

  • Collaboration - Sharing responsibility in pursuit of a common objective
  • Critical Thinking - Using purposeful, analytical, reflective processes in various contexts
  • Creativity - Developing a product, process or idea by integrating original thinking with existing knowledge
  • Communication - Expressing and interpreting meaning through a variety of forms
  • Problem Solving - Exploring a challenge for which a resolution is not obvious


  • Next Generation Learning initiatives in the Mitchell and Clinton families of schools, provided one-to-one devices in 15 intermediate classrooms, to leverage technology as a means to transform teaching and learning
  • Managing Information for Student Achievement (MISA) Tech Project to explore integrating Student Outcomes in elementary classrooms, through the use of blogging, in 10 schools
  • Program Department staff in job-embedded collaborative partnerships, with an emphasis on Student Outcomes, and some exploring technology as a vehicle to embed outcomes, in fifteen schools, both elementary and secondary
  • Shared Practice Professional Learning for elementary and secondary teachers, with an emphasis on Student Outcomes
  • Professional learning related to the new curricula explicitly linked to Student Inquiry and Student Outcomes
  • Ongoing focus at monthly principal and vice principal meetings on the implementation of Student Outcomes

Indicators of Success

  • Establish baseline data collection with staff & students
  • Co-construction of "look- fors" with various stakeholders so staff and students can develop common understanding of Student Outcomes
  • School administrators will develop an understanding of evidence of Student Outcomes in the teaching and learning opportunities in their schools
  • Teachers will provide learning environments and opportunities that foster the development of Student Outcomes
  • Students will see evidence of Student Outcomes in the relevant and authentic tasks and assessments that are provided to them

" If we improve student achievement in literacy and numeracy Early Years - Grade 12, then students will develop the basis for thinking, communicating, and learning. "


  • All elementary teachers and those secondary teachers working with students in applied level courses are involved in job-embedded collaborative inquiry with an emphasis on determining student learning need, applying responsive practice, assessing achievement and reflecting on the impact
  • In conjunction with schools administrators, Program, Student Success and Learning Services staff will act as co-facilitators of learning in differentiated models such as Collaborative Inquiry and Learning in Mathematics (CILM), Early Primary Collaborative Inquiry (EPCI), Kindergarten Language and Literacy in the Classroom (KLLIC), French as a Second Language (FSL) and Music Professional Learning Community (PLC)
  • Targeted interventions for students, such as Empower Reading, Ontario Secondary School Literacy Test OSSLT Intervention Model, Summer literacy, Before and After School Tutoring and Math Gap Closing initiatives will be aligned to support student need in schools

Indicators of Success

  • Primary Reading and Junior Mathematics will remain a focus for professional learning, and there will be an increase of 3% in the respective Education Quality and Accountability Office (EQAO) area of focus in Spring 2014
  • Grade 9 Mathematics will remain a focus for professional learning, and there will be an increase of 2% on EQAO for grade 9 students taking the applied level course assessment in 2014
  • All secondary schools are focussing professional learning on literacy and therefore the District will see an increase of 2% on the Spring 2014 OSSLT, for first-time eligible students who are registered in the applied level course

"If we support school leaders in their work as instructional leaders with teachers in classrooms and schools, then student achievement will improve."


  • As part of the Board's Building Leadership Development Strategy (BLDS) and the focus on instructional leadership, specific school administrators will be identified
  • Specific principals, vice principals and secondary department heads will be involved in school-based learning networks modelling the work of Dr. Steven Katz
  • Principals and vice principals will be supported at monthly administrator meetings as they enhance their skills as facilitators of professional learning in their respective buildings

Indicators of Success

  • Specific principals, vice principals and department heads can identify a problem of practice related to students' urgent learning needs and articulate next best leadership moves
  • Next best leadership moves are evident in the collaborative inquiry cycle and consistently visible in leadership practices