# data[].attributes.headline
Justin Bechthold, Stuart Pierpoint, Inderpreet Cumo, Claire Laing-Chan, Heather Seymour, Andrew Constable

# data[].attributes.subject
Justin Bechthold, Stuart Pierpoint, Inderpreet Cumo, Claire Laing-Chan, Heather Seymour, Andrew Constable

# data[].attributes.body
Evidence of Quality Teaching and Learning:

assignment seems engaging... having the kids come up with criteria, they know what they're doing and why they're doing it

Lots of student voice

Peer & self-assessment

Exemplars were developed

Formative, critiquing research, exploring what would make a good video and what wouldn't (and modelling off of the videos)

Valuing their time by giving them engaging tasks

Leadership Actions to Further Support Teaching & Learning:

Celebrate the strengths (HQSA, lots of great connections to the literacy framework; likely a strong learning environment established, lots of collaborative work, etc.)

Invite the teacher to explain some of the wonderings (e.g. "I'm curious as to which outcomes you were hoping to address in this task)

Invite some of the curiosities… we wonder:

What the teacher has done to guide the assessment process?

Explorer perspective = key figures of national identity (whose perspective are we taking here?)

Are we looking at a task that considers all learner perspectives and all voices?

What are some ways that we can build on this… could the "first person" be from the Aboriginal perspective, or the "non-Colonial"

Could we do a similar one as a contrast?

Intentionality on building exemplars was clear… was there any training on the software? Is every student competent and being supported in developing those skills?

Is one minute enough time to demonstrate these complex understandings?

Are the students equipped with ways to organize their thinking?

Is the teacher confident that students have the individual knowledge to accomplish this task? There have been lots of group discussions, but do we know what students know individually?

Is there student choice for alternative assessment options?

To move this learning school-wide… could students share at a staff meeting? Might be a great entry-point for showcasing some of this great work with the project/process

Could another Grade 7 share the "opposite" perspective, then share/collaborate with the other class?

For the teacher to bring to the staff: what worked, what didn't work? Take it to the PLC (principle 5 of the TEF). Use the framework rubric… here's where it's showing great work… here's where we could improve

As a leader, help build the context of sharing and celebrating how they're incorporating strengths of this project/process

# data[].attributes.headline
Ann, Valérie, Jennifer, Stewart, Neelam, Natasha

# data[].attributes.subject
Ann, Valérie, Jennifer, Stewart, Neelam, Natasha

# data[].attributes.body
Evidence of Quality Teaching and Learning:
-engagement of students
-inclusive learning environment
-opportunity for student leadership
-philosophy of every student can learn and be successful
-multiple steps (chunked learning)
- co-created rubric to know how to be successful
-modelling differentiated instruction
-students write the work from another perspective
- engages students academically and intellectually
- worthwhile task

Leadership Actions:
-encouraged collaboration
-high expectations of learners
-guiding of students throughout process
-fostered relationships with students
-involved participation at various levels (peers, students, parents)
-leading a learning community, the class is eager to learn
-As a school community, can we use PLCs to not only create rich tasks by grade, but also share these tasks so there is a follow-through from year to year?
-How do we emulate this kind of success school-wide so everyone is engaged in this way?

# data[].attributes.headline
Members: Traci Peterson, Rachel Gustafson, Ryan Hurley, Terra Freek-Meehan, Angela Harris, Judith McBrien

# data[].attributes.subject
Members: Traci Peterson, Rachel Gustafson, Ryan Hurley, Terra Freek-Meehan, Angela Harris, Judith McBrien

# data[].attributes.body
Evidence of Quality Teaching and Learning
-multiple entry points for students of various abilities
-Student input to develop assessment criteria
-models the work of what a historian would do in a real-life scenario
-hands on learning
-students are part of the learning process
-opportunities for collaboration around the research
-co-designing of criteria, research questions
-ensuring cultural appropriateness of the product
-engaging and exciting for students
-challenging, sets high expectations for final product
-building capacity of collaboration
-considering relevant local and provincial context
-digital literacy and digital competencies
-students have a chance to be creative and to show their learning in an alternative way
-cross-curricular project

Leadership Actions to Further Support
-professional sharing of the project, encouraging other teachers to try something like that
-encouraging teachers to try a new format for similar tasks
-check in: how were Indigenous voices included or collaborated with for this project?
-reflection on the Frameworks; self-assessment, where are the teachers at? What would they do next?
-check in: exploration of the language used to describe the assignment or within the assignment
-check in: accuracy of sources and use of acceptable and inclusive language (explorer, settler, etc)
-what are the next steps for this project? Can the skills acquired be carried into something new?
-how are we supporting equity in learning
-Who are we sharing this work with? Community members? Stakeholders? And how are we sharing this?
-how do we compare our growth to previous projects or assessments? Encourage self-assessment and self-reflection
-opportunity for all school staff and students to view or celebrate this learning
-ensure the reflection of various viewpoints of history, power, relationships in the past and present; relate to larger conversations to ensure applicability to other contexts (immigration, societal issues etc)
-ensure teachers are reading and interpreting curriculum with critical thinking
-reflection of national identity and how it may have changed over time; who do we celebrate and who do we talk about
-how do you know that students were engaged or simply complying? "They seem to understand," but how do you really know? What does engagement truly look like, how well do you know your students as individuals?
-ensuring that students have access to people, places and sources of information; what are we doing as leaders to provide opportunities to find those sources?
-How do teachers build their body of knowledge? As leaders, how do we provide those opportunities for lifelong learning?
-how can we direct resources towards those types of cross curricular and multidisciplinary projects, in terms of professional resources or people resources?
-direction of funds towards sourcing resources or experts to consult, for this area of need
-utilize the network of resources available within our system

# data[].attributes.headline
Rachael, Corinne, Daniel, Lauren, Jeremy, Maria

# data[].attributes.subject
Rachael, Corinne, Daniel, Lauren, Jeremy, Maria

# data[].attributes.body
Evidence of quality teaching and learning
- on going continuous feedback so they can continue working and drafting as they go and not just at the end. Work in progress!
-preloading with generating the list of important questions for research and expectations for high quality research.
-gave exemplars for students to build from.
-gave a clear understanding of expectations and built expectations together to take ownership.
-lots of opportunity for students voice from the start through the development to the final process.

Leadership actions to further support teaching and learning
-project lends itself to possibly incorporated the opportunity to write the project from another perspective--opportunity to include many groups and have multiple perspectives.
-opportunity to represent First Nations perspective or could lead to a side research project to learn about the other side of colonialism.
-as leaders providing opportunity for teachers to have resources in the school, parent community, school district that we could pull from for information.
-could there be other ways for students to show what they know as opposed to "written".
-as leaders supporting teachers in order to get big ideas of the ground.
-Providing opportunity for field trips in order for students to develop a connection to the questions that they are developing.
-Encouragement to continue updating examples so that they are current and worldly.
-Providing opportunity for the group to plan as a collective and even visit each others classes to observe. **In this climate, subs short, internal coverage is common, planning time is hard to come by and people are having to take this on their own time so as admin we need to understand that we also need to take this "time" factor into account.

Questions:
-Asking about what types of assessments were teachers were using throughout.
-How are we getting those ELL students involved.
-How are we making sure there are multiple entry points for students at different levels.
-How does this inform our next steps. Is there they possibility to make this x-curricular since the TQS states that we are teachers of every discipline.
-How is this relevant to our lives (e.g.: do you feel represented in this story? What is your families story and how did you come to be? Do you see yourself in this journey?)
-Connecting this to what our national identity is as a nation and taking current events.

Literacy Framework
-multiple entry points, different ways to show understanding.
-providing opportunity for effective communication to occur.

# data[].attributes.headline
Members: Anna Breuer, Erica Good, Lisa McGuey, Megan McElhinney, Sandy Gualtieri, Gemma Epp

# data[].attributes.subject
Members: Anna Breuer, Erica Good, Lisa McGuey, Megan McElhinney, Sandy Gualtieri, Gemma Epp

# data[].attributes.body
Evidence of Quality Teaching and Learning
Principal 1:
Design is Focused on Building Understanding
- Teacher has a strong understanding of how students learn and what would connect developmentally to middle school students
- Strong understanding of curricular outcomes
Design is Informed by Disciplinary Knowledge
- Guided by the skills of Social Studies
- The "doing" of SS, authentic to the discipline
- Strong application of disciplinary knowledge
- Thinking like historians
- Question - are all perspectives being considered? Need to create an ethical space. Ensure it is not just a one sided perspective.

Principal 2:
Work is Authentic
- The work students undertake requires them to engage in productive collaboration with each other
- They generating the questions, small and large group discussion. Students understood what they were looking for before undertaking their research
- Use of exemplars

Principal 3:
Assessment is Comprehensive
- Students developed assessment criteria as a class
- Many forms of feedback
- Breadth of assessment
- TQS link - assessment woven throughout
- Assumption: outcomes introduced from the beginning?
Clear Criteria are Established

Principal 4:
- Teacher clearly has high expectations for their learning
- The criteria speaks to the work they're expected to undertake - we can infer the students are deeply involved in the work they're being asked to undertake
- Teacher engages students in dialogue to extend learning

What leadership actions would you take to further support quality teaching?
- Can this work be shared out to the community or other classes (Principle 2)
- Reflection opportunities for students
- How could this be showcased within a PLC for task design and assessment, great conversation starter for a great task. How could other teachers emulate some of these ideas? Teacher's are designers of learning, every day! Opportunity to promote a vision.
-Consistency in creating a culture of celebration and learning
- Importance of having a vision for the staff and school, that everyone is working toward.

Some further questions...
- How are we creating an ethical space to look at different perspectives?
- Does everyone actually understand the learning expectations? Did everyone understand everything? This is very high level thinking.
- How are we assessing what the students are able to do?
- Multiple entry points? How were students who perhaps struggle with basic literacy supported in this task?
- Personalized learning?
- How did the teacher support the student will all of the different outcomes?

# data[].attributes.headline
Casey, Natalie, Nicky, Teri, Dustin, Uroog

# data[].attributes.subject
Casey, Natalie, Nicky, Teri, Dustin, Uroog

# data[].attributes.body
Evidence of Quality Teaching and Learning
-inquiry based (problem and task, inquire using various methods to come up with the product)
-started with the POS
-generated a list of questions (student voice)
-provided with exemplars that they could critique
-co-creation of rubrics (they know what they are being assessed for)
-co-creating their knowledge and understanding together
-students were guiding and asking questions and researching as needed (teacher and peer feedback)
-criteria was given (visuals etc) - different modalities
-all encompassing feedback
-ongoing assessment (formative)
-different pieces are being assessed
-how are we teaching students to consider everyone's voice? empathy? collaboration? team work?
-how are the groups chosen?

Leadership Actions
-taking the rubrics and coming up with common language/vocabulary, trying to push those out throughout the school so you develop common language
-modeling the task with the staff (professional training)
-embedding time for common NIT to co-create rich tasks
-pulling the key pieces that made the project successful and having conversations with staff on creating good tasks
-having a shared understanding
-focusing on one or two key pieces to see how it works in their classes
-time to co teach with another colleague to see how this is managed in a classroom (observation time)
-question how we can include all our students (indigineous, specials needs, ELL, etc.)
-you as a leader facilitating conversations with the staff
-empowering students
-set the tone as the admin that works it's way through teachers and students
-active administrator who builds relationships with students

# data[].attributes.headline
Members: Craig Dubray, Shanley Nguyen, Rita Kwan, Craig Meuser, Heather Killeleagh, Peter Lawrence

# data[].attributes.subject
Members: Craig Dubray, Shanley Nguyen, Rita Kwan, Craig Meuser, Heather Killeleagh, Peter Lawrence

# data[].attributes.body
Evidence of Quality Teaching and Learning
- Students presenting their own created videos shows student engagement.
- Cross-curricular
- Used student-generated questions for assessment criteria. Gives students better ideas for what targets to hit.
- Offers opportunity for student voice for investment.
- Had to do it in first person for authentic learning. Not just summarizing but synthesizing and empathizing.
- High expectations.
- Whole class and small group approach. Demonstrates differentiation.
- Critiques of research examples. Points towards modelling how to do the work.
- Involvement of peers, student, parent, and self assessment.
- Collaborative approach. There is a great deal of collaboration happening here.
- End product was wholistic, variety of mediums, incorporated multiple modes of learning artifacts.

Leadership Actions to Further Support Teaching and Learning
- Only one product for everybody. Does this support diverse learners?
- Task-design. What are your "look fors"?
- CRM - Universal Supports; esp. First Tier:
- Developing universal, school-wide supports that everybody commits to providing in their classrooms.
- Provide opportunities to share good work (showing it on display screens in the school; celebrating successes; collaborative time; allowing/encouraging colleagues to share ideas with each other to help support their work.)
- Teachers are willing to change, but they need to see the value in the change they are being asked to make.
- Having colleagues share their successes can be more of a carrot (vs. stick) in driving systemic change.
- Step-by-step, chunking that works for assignments can also work for staff. Lower the entry point; scaffold the work onto what teachers already know.
- Examples from LQS
- #4: d) High expectations
- #1: Effective relationships. If the teacher couldn't foster effective relationships from the TQS, it would fall flat.
- #1 d) Opportunities for parents/guardians to be active participants in their children's learning.
- Multi-disciplinary opportunities as they arise.
- Taking what you see being done well in a classroom and being able to translate it into PD sessions. Take the practice and model it; get away from "stand-and-deliver"
- #5: Opportunity to connect with teachers about how they are connecting with or building in foundational knowledge about FNMI knowledge.
- Perhaps we could suggest doing this project from multiple perspectives so as to ensure we get FNMI perspectives represented.
- #6: f) Use of technology to support student learning
- #9: (implicit) While not explicitly said, this task implies that this facilitates the school community members' understanding of local, provincial, and national issues.
- Science of Learning. What can students get out of the learning?
- - Are the strategies that we're using to support students research based? Just because something is old doesn't mean it is good (or bad!), but everything we do should be buttressed by research.
- Leaders should be vulnerable. Model what you want to see from your teachers. Show your teachers that you are willing to take the same risks you're asking them for.
- "Leaders eat last"
-

# data[].attributes.body
Evidence of quality teaching and learning
- Cross curricular
- Different ways they could show thier understanding
- Assessment Rich - assessment criteria was created, students analyzed examplars
- Higher order thinking is front and center
- Students had voice in the success citeria
- Multiple audiences including parents, students had lots of feedback
- Metacognitive aspect is present

Leadership actions to further support teaching and learning

Give students access to the reference/rubrics.  How are the success criteria created.  Could be quite multifaceted.
- Was the "group work" assessed? Coud be the clarity of the write-up
- How can we get the teacher to share this work with others.  Get this beyond the wall of the individual classroom.
- Celebrate the good work that is happening
- Shift from a less colonial presepctive.
- how can we hook students with knowledge and experiences that connects it to the real world and particular disciplines
-

# data[].attributes.headline
Members: Christine Hewitt,  Andrew Parker, Kathy McGarvey, Heather White, Allen Wideman

# data[].attributes.subject
Members: Christine Hewitt,  Andrew Parker, Kathy McGarvey, Heather White, Allen Wideman

# data[].attributes.body
Evidence of Quality Teaching and Learning

-creating rubrics together to demonstrate understanding
-looked at exemplars to develop assessment criteria
-students generated their own questions to guide their research
-whole class and small group opportunities to explore the research together
-students received consistent feedback to implement changes through learning cycles
-student engagement: enjoyed the learning task
-interdependent relationships from peer to peer - supporting each other
-different roles that students could take on in multiple entry points
-student learning improved from the strength of the task design
-metacognitive approaches to learning

Leadership Actions

-how could the teacher effectively show the evidence of learning?
-what was the differentiation consideration for the task
-how does each student show their learning clearly within the group project?
-what was the baseline data that helped to determine student growth and success?
-what would the next steps be for students who were not successful in the task?
-were there other ways that the students could show their learning, rather than through just a group format?
-what were the specific types of feedback that were provided? how did the feedback guide the learning?
-what were the outcomes and assessment focused on?
-could the task have been assessed in different stages of the project?
-what the over arching purpose of the assignment? Social Studies? Language Arts?
-what was shared with the students in terms of outcomes?
-what were the students using as research sources for this project, and what perspectives were represented?
-how could the learning be celebrated for student success?
-the importance of leaders visiting classrooms and seeing the work in progress and speaking with students about their learning
-how do we ensure that assessment practices are fair and equitable?

# data[].attributes.headline
James, Heather, Michelle, David, Jennifer, Cheryl

# data[].attributes.subject
James, Heather, Michelle, David, Jennifer, Cheryl

# data[].attributes.body
Evidence of quality teaching and learning
- opportunities for small and large group collaboration - learning from each other in different ways
- incorporates multi-modal design
- inquiry-based
- co-created assessment criteria, self assessment, peer assessment, parent and teacher assessment opportunities; look at exemplar and compare, formative assessment loops
- student choice
- task was worthy of their time and attention, presented a challenge

Leadership actions to further support teaching and learning
To Dos
- look for opportunities for expertise within your school, system Indigenous Holistic Life Long Learning Framework, Wellbeing Framework), connections to TQS 5 Foundational Knowledge of First Nations Metis and Inuit. The teacher has focus on explorers and needs support to expand their learning within this area. Help students see themselves in the work, by considering how knowledge of historical events has primarily been through one dominant perspective and we are now learning more about these other perspectives.
- supporting opportunities for team teaching LQS 7 - the leader could give opportunities for teachers to co-teach to learn about other pedagogical approaches.
- ensuring equity through a variety of lens (assessment needing to be culturally responsive, different modes of assessment, Welcoming, caring, respectful, safe Schools AR)
- Assessment Guiding Principle  - Assessment makes explicit connections to the intended learning goals - work with teachers on how to develop interdisciplinary tasks that honour disciplines involved - PLC planning time could be used
- Accessibility for all learners (newcomers without context of Canadian history) leaders need to account for how new students are welcomed into the task.

# data[].attributes.headline
Members Suzanne, Iris, Jana, Lois, Alisha, Natasha

# data[].attributes.subject
Members Suzanne, Iris, Jana, Lois, Alisha, Natasha

# data[].attributes.body
Evidence of quality teaching and learning:

-learning outcomes (cross curricular) are highly visible and understood by students
-evident high level of critical thinking skills, problem solving
-engagement, highly motivated to participate
-exemplar, using a mentor text (historical minutes)
-class created list of questions they felt it was important to investigate
- assessment criteria was co-created
-mulitiple perspectives explored, compared and represented
-lots of multi-modal access points
-student-centered, student voice is visible throughout
-ample feedback, from peers, teachers, parents (all stakeholders included throughout the process)
-recognizing that the learning would be rich and challenging,
but allowing for multiple entry points
-social aspects of group work allow for PE&W outcomes to be included
-assessment criteria is consistently developed as a whole class with the support of exemplars
-assessment is comprehensive

Leadership actions to further support teaching and learning

-share and differentiate this project for other students, is ELLs
-scaffold the project to promote greater inclusivity for all students
-support alternate ways of sharing the product
-how to promote feedback to engage everyone in a safe and productive way
-explore Indigenous perspective - how can we ensure that both sides of history are explored?
- how was the decision made about whose stories/ contributions would be shared?  What information must/could/should be included?
-how can we show this project as being authentic?
-could this information be shared from an oral storytelling perspective?
-could art and other media be included in the project as appropriate?
-provide structures to support various group members to share, contribute, release 'control', risk take, roles are understood
-ensure that assessment includes interviews and observations to ensure that all members have a chance to demonstrate their learning

# data[].attributes.headline
Jennifer, Tanis, Jodi, Zach, William, Angela

# data[].attributes.subject
Jennifer, Tanis, Jodi, Zach, William, Angela

# data[].attributes.body
Evidence of quality teaching and learning
- teacher has high expectations
- multiple entry points
- high engagement tasks
- interdependent pieces
- build the task together - creating a culture around learning
- create the expectations and the assessments
- teacher was surprised that it went well, but the students are engaged from the beginning
- students are more able and willing to help each other
- multi-interdisciplinary ways that students can engage in the content; however, its all the same output? Is there a way this could be more differentiated for other students?
- is this task limited?
- TQS piece; indigenous perspective? Where is it, only looking at the perspective from the explorer
- there might be more freedom or variability in the task if we were to do it today
- with modifications could be really incredible!

Leadership actions to further support teaching and learning
- encouragement of more entry points and alternate output options
- how do we engage in the perspectives of the explorers with a lense of indigienous perspectives?
- make this what the students want it to be, in terms of their own context
- different kinds of learners - ELL, DHH...
- how is the assessment criteria connected to the curricular content?
- group assessment versus individual assessment; how are the individual pieces assessed?
- TQS1 - teachers are designers of learning; we want the students involved, but it's up to the teachers to make sure it fits
- TEF Principal 5 - Could this task be developed, shared, and workshopped through a PLC with other teachers
- LQS - putting things in context: what are we doing here? What is the point?
- How do we create relationships with students? If it is removed from the students so much, how can those relationships be built
- There is a lot of room to grow and develop here!
- Main focus as a leader will be guidance in what is missing and what can be developed
- What is important/essential? What needs to be scaffolded?
- LQS9 - how can we connect this experience to a larger understanding of the context?
- What kind of resource allocation (people, supports, tech) exists to facilitate this task
- Homework; only assessing things that are done in class, because that is what shows their work. How much of this task needs to be done outside of classtime?
- build a relationship with that staff member in order to ensure quality teaching and learning (and leadership)
- focus on one piece of change/growth in each iteration
- conversation about what pieces of the task you would keep and move forward the next time

Main Focus of Change/Growth:
Way to Present
Indigenous Ways of Knowing

# data[].attributes.headline
Group Members: Cheryl, Stephanie, Katie, Jennifer, Jennifer, Kelsey

# data[].attributes.subject
Group Members: Cheryl, Stephanie, Katie, Jennifer, Jennifer, Kelsey

# data[].attributes.body
Evidence of Quality Teaching
TQS 3 - Demonstrating a Professional Body of Knowledge
(planning/designing was strong - addresses learning outcomes, communicates high expectations, engaging and relevant to students, incorporates digital technology)
Teaching Effectiveness Framework - Principle 2 (work is worth student time and attention)
Teaching Effectiveness Framework - Principle 3 (assessment practices improve student learning and guide teaching)
Involvement of students within the assessment process
Feedback from multiple sources
Cross-curricular
Co-creationg of rubrics and success criteria with students
Working from the program of studies in the task design
Provided examplars and evaluate the examplars to identify what was important

Leadership Action
differentiation and multiple entry points for all learners
What supports are in place for English Language Learners?
Differentiation of whole class and small groups
Including Indegenous way of Knowing and Being
Modes of assessment through products, observations and conversations
Multimodal ways of meaning making
Formative feedback loops
Offering different ways to demonstrate understanding, providing choice in final product
Opportunity to bring the task to PLC's or other teachers to share the task and receive feedback
How were complex learners supported
How has the teacher used student funds of knowledge within this task?
Do all students have the technology skills to create this task
Is this work being done at home or is there a homework componant? If so, ensuring equity amongst students
Has this task been broken down into smaller chunks, scaffolding
It's a group project, how are they being assessed individually?
Feed back from parents? tell us more
What was done with the movies once completed? Were they shared with other classes?

# data[].attributes.headline
Anne, Carmen, Ashley, James, Jeffrey, Kristan

# data[].attributes.subject
Anne, Carmen, Ashley, James, Jeffrey, Kristan

# data[].attributes.body
Evidence of Quality Teaching:
- using exemplars
- Collaborative process in building assessment criteria
- providing opportunities for self-evaluation and reflection
- allowed for mastery of specific task (use of tech for film creation)
- teacher conversations with students

Evidence of learning:
- students use of self-assessment
- students articulated an understanding of the assessment criteria
- students voiced the enjoyment and creativity of task
- teacher response that she was impressed with student work.

Leadership actions:
- being present and in classrooms as part of the process
- modelling work with students in a classroom
- provide a platform (PLC/PD/Staff meeting) for sharing of strong work/assignments/student success
- meeting with teachers - come from a place of curiosity - ask questions.
- supporting strong assessment practices - development of both formative and summative strategies.
Questions we as leaders would want to know more about:
- What are some different entry points students could use in the assignment?
- What parts/outcomes are you assessing for specifically?
- how was each student supported in being successful with this assignment?
- are there additional times students can show growth/success in the areas being assessed?
- How could this historical research link to today and student lives?

# data[].attributes.headline
Andrea Westine, Anureet Bhathal, Jennifer Chow, Patricia Barrera, Chris Siegle, Claudia Espinosa

# data[].attributes.subject
Andrea Westine, Anureet Bhathal, Jennifer Chow, Patricia Barrera, Chris Siegle, Claudia Espinosa

# data[].attributes.body
Evidence of Quality Teaching and Learning
- clear throughline between content, task, and assessment
- included self assessment
- student engagement
- use of exemplars to build
- opportunities for assessment and feedback were ongoing and embedded in the work (adjustments and iterations within the task)
- students felt task was worthy and students were engaged
- task design clearly connects to many skills and processes, and tied to specific outcomes in engaging and thoughtful manner
- allowing for student variables - work could be unique depending on each student (choice and voice)
- discipline specific work and developed cross curricular work as well
- evidence informed assessment
- planning based on one topic and exploring other areas based on cross curricular plan
- use of variety of technologies
- assessment is transparent

Leadership Actions to Further Support Teaching and Learning
- support the teacher in sharing a collaboratively learning process throughout the school to develop practice in the company of their peers and foster relationships
- support teachers with time and structures to create a plan in order to begin or continue this type of work (PLCs etc)
- learn where each teacher is in this type of process and support in the next step
- acknowledge how each teacher's gifts can be developed through this kind of work
- acknowledge teacher confidence and expertise associated with this type of work
- support teachers to see where smaller, particular elements can be transferred to different disciplines and subject areas (i.e. peer and self assessment or exemplars or feedback loops)
- acknowledge small changes, small steps and how time is needed as well as acknowledging that improvement can continuously occur
- look into the data after the project - how did the students improve?
- opportunity to support teacher leaders in the school other than LL
- opportunities for conversations to develop assessment for a full body of evidence through conversations and observations beyond products and throughout the entire process of the work
- how was work accommodating differentiated instruction or other personalized learning
- investigations into other curricular outcomes that this project addressed and how they were assessed
- how was the project modified to supported complex students or ELL students?

Other Reflections
- is research from a variety of perspectives and what perspectives story was being shared from?
- how to support students to get to narratives that may have been marginalized?
- opportunities to see different perspectives and be analytical and respectful
- opportunities to further develop personalization through alternate formats, topics could address differentiation