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

Pending/Under Review

In Progress

Completed

Maximize Student Outcomes in
2014-2015

"If we transform teaching and learning in AMDSB, through the consolidation of effective pedagogy, which leverages the use of technology and learning opportunities that explore the Student Outcomes of creativity, communication, critical thinking, collaboration and problem solving then our students will demonstrate improved achievement in literacy and numeracy."

  • 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

Strategies

  • One to one device initiative whereby students in Grade 7 and 8 will be provided with a portable learning tool that will move with them from grade to grade in our system, to support their learning. Teachers of these students will be supported through ongoing professional learning
  • Teachers and students in various K-6 classrooms will create digital portfolios using blogging as a platform. Teachers will refine their understanding of triangulated evidence from student portfolios, by examining the student blogs as products, by critically viewing blogs over time to make observations on growth and communicating with students on feedback designed to improve student learning and to ensure reliability and validity of assessment practices
  • All secondary schools will offer IDC (Interdisciplinary Studies) courses, as a means to support the implementation of Student Outcomes through an inquiry learning model
  • Several secondary schools offer "flipped classroom" learning models where students view short video lessons outside of class time and then use class time for; descriptive feedback between teacher and student, collaborative learning activities, discovery based learning activities, practice exercises and assignment completion
  • New Pedagogies for Deeper Learning Collaborative Inquiry in six schools, whereby staffs in these schools will engage in focused inquiry to better understand instruction and assessment of the Student Outcomes

Indicators of Success

  • In AMDSB, our learning environments and opportunities will be grounded in effective pedagogy, that leverage technology and that foster the development of Student Outcomes in students. This is so that our students will “develop over time as independent, autonomous learners able to effectively design, pursue and achieve their own learning goals and personal aspirations, as well as master curricular learning goals” (Fullan, Rich Seam, p. 45)



  • Multiple sources of evidence will be gathered to determine the impact of the one to one initiative on student achievement and well being
  • The class and student blogs will be used to collaborate and communicate with the global community, as indicated by continuous dialogue between students and teachers and the outside community. There will be an increase of 25% more teachers who have developed an understanding of how to triangulate evidence and implement these practices within their classroom, between fall and spring teacher survey results
  • Students in an IDC course will complete an end-of-semester survey indicating the degree to which the course provided them with an opportunity to deepen their understanding of the student outcomes and of the inquiry process
  • Participating schools in the NPFDL project will...
    • a) complete the school conditions for deep learning rubric at the beginning of semester/term 2 and at the end of semester/term 2. They will then select one dimension and move forward one level on one indicator
    • B) select one deep learning progression and each teacher will rate each student in one class on each of the dimensions at the beginning of semester/term 2 and again at the end of semester/term 2. Following the collection of this baseline data, schools will determine their indicators of success.
    • C) develop a deep learning artefact that demonstrates evidence of student deep learning. Every school will submit a deep learning artefact from which three will be submitted from Avon Maitland District School Board to the Canadian cluster.

"If we transform teaching and learning in AMDSB, through the consolidation of effective pedagogy, which leverages the use of technology and learning opportunities that explore the Student Outcomes of creativity, communication, critical thinking, collaboration and problem solving then our students will demonstrate improved achievement in literacy and numeracy."

Strategies

  • 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. School administrators, and Program, Student Success and Learning Services staff will act as co-facilitators of this learning
  • Targeted interventions for students, such as Empower Reading, Ontario Secondary School Literacy Test (OSSLT) Intervention strategies, Summer literacy and numeracy programs, Before and After School Tutoring and Math Gap Closing initiatives will be aligned to support student need in schools
  • Teachers of Primary and Junior students will be afforded additional opportunities to deepen their understanding of math teaching and learning, through subsidized Fall 2014 and Spring 2015 Additional Math Part 1 Qualifications courses, various numeracy content sessions, and/or involvement in pilot projects with the Literacy Numeracy Secretariat, Dr. Marion Small and/or Dr. Daniel Ansari. In addition to the strategies outlined above, some school administrators will be afforded additional opportunities to deepen their understanding of math teaching and learning, through focused and sustained professional learning communities.

Indicators of Success

  • Primary Reading will remain a focus for professional learning, and there will be an increase on the Spring 2015 Primary EQAO Reading Assessment whereby the percent of students achieving level 2 or higher will increase by 4% points, to 95%, to reflect our emphasis on improvement and growth in the reading abilities of all of our students
  • Junior Mathematics will remain a focus for professional learning, and there will be an increase inthe average score achieved by AMDSB to 3.1 on the Spring 2015 Junior EQAO Math Assessment
    • The Primary (Grade 3) and Junior EQAO (Grade 6) assessments were not written by public elementary schools this past Spring due to labour issues across the province. Therefore, no results are available for our elementary schools. Primary Reading and Junior Mathematics will continue to remain a focus for professional learning.
  • Grade 9 Mathematics will remain a focus for professional learning, and our work will strive to ensure that at least 50% of students who are registered in applied math and who did not meet standard on the Junior EQAO assessment in Grade 6, will meet standard in the applied level Grade 9 Math Assessment
  • All secondary schools are continuing to engage in focussed professional learning on literacy and therefore the District will see an increase of 5% in the Topic Development component on the Spring 2015 OSSLT, for first-time eligible students who are registered in the applied level course
    • There was a 4% increase in the area of Topic Development on the OSSLT in the Spring of 2015 for students in the applied level English courses.

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

Strategies

  • All principals and vice principals will be co-learners in collaborative inquiry cycles as part of school-based learning networks and within their respective principal or vice principal network
  • Principals and vice principals will be supported at monthly administrator meetings as they enhance their skills as activators (reciprocal teaching, self-verbilization, metacognition - change agents) of professional learning
  • Regional Supervisory Officers will support principals and vice principals' collaborative inquiry work through school visits

Indicators of Success

  • Next best leadership moves are evident in the collaborative inquiry cycle and consistently visible in leadership practices
    • The work of Principal and Vice Principal networks will continue to evolve in order to support leadership across the district.
  • Principals and vice principals can articulate how their leadership moves support student achievement