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
2015-2016

"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
  • 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)

Strategies

  • Students in grades 6 to 9, and grade 10 students at two secondary schools, will be provided with a portable learning tool to support their learning.
  • Teachers will be supported by elementary and secondary technology coaches, through professional learning opportunities, to use innovative strategies to improve communication with students, to create collaborative learning spaces, and to engage students with the curriculum.
  • Three elementary and three secondary schools will continue their New Pedagogies for Deep Learning collaborative inquiries focused on transforming teaching and learning through AMDSB's student outcomes. By expanding learning partnerships and learning environments within and outside of the classroom, reflecting on and implementing effective pedagogical practices and the use of technology, groups will develop, implement, monitor and reflect on strategies that lead to more successful outcomes for all students
  • All secondary schools will offer Interdisciplinary Studies (IDC) courses and will use these courses as a means to deepen the students' understanding and application of critical thinking and problem solving

Indicators of Success

  • External researchers will use case studies to gather evidence, from teachers in grades 7 to 10, of changes in assessment practices (i.e., increased communication between students, teachers, and parents), to determine the impact on teacher practice and identify best practices.
  • Participating schools in the NPFDL project will...
    • A) all senior staff and school administrators involved in the project will complete the relevant deep learning rubric at the beginning of semester/term 2 and at the end of semester/term 2. Using baseline evidence, a selected dimension of the deep learning rubric will improve by one level.
    • B) each teacher will select one deep learning progression and rate each student for 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 an indicator(s) of success for improvement.
    • C) all teachers involved will develop a deep learning artefact that demonstrates evidence of student deep learning. Every school will submit a deep learning artefact to be included on the Avon Maitland District School Board website, from which one will be submitted to the Canadian cluster.
  • Students in IDC courses will complete an end-of-semester survey indicating the degree to which the course provided them with opportunities to develop their understanding of critical thinking and problem-solving

"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 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 will act as facilitators of this learning and Program staff will act as supports at inquiries focused on primary reading and junior math.
  • Targeted interventions for students, such as Empower Reading, Summer literacy and numeracy programs, Before and After School Tutoring 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 Winter 2016 Additional Math Part 2 Qualifications course, various numeracy content sessions, with Dr. Marion Small, Dr. Daniel Ansari and/or Program staff.
  • Teachers new to administering EQAO will have opportunities to collaborate on professional learning related to EQAO, including EQAO assessment overviews and related instructional strategies that support student achievement.
  • School administrators will be afforded additional opportunities to deepen their understanding of math teaching and learning, through several professional learning opportunities.

Indicators of Success

  • Primary Reading will remain a focus for professional learning, and there will be an increase on the Spring 2016 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
  • All secondary schools are continuing to engage in focused professional learning on literacy and therefore the District will see an increase of 5% in the Topic Development component on the Spring 2016 OSSLT, for first-time eligible students who are registered in the applied level course
  • Junior Mathematics will remain a focus for professional learning, and there will be an increase in the average score achieved by AMDSB to 3.1 on the Spring 2016 Junior EQAO Math Assessment
  • The achievement of students in our applied mathematics classes will be the focus of our professional learning in numeracy. Through this work, at least 53% 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 on the applied level Grade 9 Math Assessment

"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 lead learners in collaborative inquiry cycles as part of school-based learning networks
  • All principals and vice principals will be co-learning within their respective principal or vice principal network and using the competencies of the Ontario Leadership Framework (OLF) as the foundation for their leadership learning
  • Principals and vice principals as instructional leaders will be able to articulate and assess specific goals on SIPSAW and its alignment with BIPSAW
  • Regional Supervisory Officers will support principals and vice principals' collaborative inquiry work through school visits and as co-learners at the learning networks

Indicators of Success

  • Next best leadership moves are evident in the collaborative inquiry cycle and consistently visible in leadership practices
  • Principals and vice principals can articulate how their leadership moves support student achievement
  • Principals and vice principals will identify leadership moves and reflect on the impact of the moves as they relate to the competencies of the OLF