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Recommendations (Kelly M, Chelsea, Lisa L., Dave B., Beverly, Greg T.)

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Recommendations (Kelly M, Chelsea, Lisa L., Dave B., Beverly, Greg T.)

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#3 - need to develop a more comprehensive strategy  -- don't know what we are being strategic for
#2,3,4 -- need for a thorough curriculum review.  Need to develop academic strategic plan with a clear vision and scope and sequence across all programs and subjects
#20 -- need to do better job at developing resilience; teaching from failure

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(Lindsay, Marc-André, Mike, Jonathan, Maddie)
# 6 - Continue to give feedback to Edsby to address shortcomings in the messaging systems, the archiving of report cards, evidence collection, scope and sequence of course should be available through Edsby instead of Atlas
# 13 - move away from KCAT
# 19 - we need more time to meet and review programs

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Senior School (Shannon, Eric, Libby, Peter, Abdi) 

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Senior School (Shannon, Eric, Libby, Peter, Abdi) 

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A - More alignment between academic and co-curricular experiences
B - Clearer focus of who we are as an institution and dedication to our strengths
C - Skills mapping - explicit teaching of skills and thoughtful plan across the academic program (tech skills, soft skills, academic skills)
D - A scope and sequence of our entire program
E - Curriculum review cycle - each year do a deep dive into two departments, content and skills, how we document and track
F - teacher informed PD so the PD is relevant to what teachers need at the time.
G - Formalize assessment and grade practices - departmental consistency and student clarity of consequences for missed assessments.
H - Online learning not yet encouraged for all students

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8. Move beyond a University prep school and offer more options for career paths offered/explained that are not university focused to truly meet student needs and address future global needs.
9. Build in more process work and find a way to assess more formative work rather than focused final work to round out understanding.
18.  Find time to understand the needs of our students on a more personalized level.
Didier, Hana, Trudy, Kaitlin, Tamara, Nadia

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#3 and we need greater clarity and far more alignment.
#17 Investigate this further before we blindly go ahead with this recommendation.
#20 We do not allow failure and we do not encourage them to take risks.
#19 There is an established structure (Wed PD), however, we need more opportunity to meet and discuss academic issues in teams, in departments, etc.
Alyssa, Lyne, Sheri, Jon, James G, Lee.

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#5 Class size: Ideally 12-15, better distribution of students
#3 Ashbury Diploma: a bit of a split in intention and builds a bit of tension in terms of what the goals are. What are the intentions/goal's for student learning. Should be clear and does this support their individualistic goals or development of a "whole" learner". Are we looking for students who specialize in area based on their interest or wanting them to take a bit of everything?
#1-Students are selecting courses based on marks due to the culture about getting a grade. Students miss out on courses because they're worried about what marks will be and are not building a growth mindset for learning.

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Recommendations (Ben, Chris, Kathryn, Brennan, Geri-Lee, Cristina, Éadaoin)

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Recommendations (Ben, Chris, Kathryn, Brennan, Geri-Lee, Cristina, Éadaoin)

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-More teacher-admin in-person dialogue
-More sensitivity for students who have special needs in classroom (non-identified as having an LD)
-More flexibility in course selection for students

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Junior School: Mélissa, Tana, Amy, Paulette, Sarah-Jane, Jenna and Kendal

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Junior School: Mélissa, Tana, Amy, Paulette, Sarah-Jane, Jenna and Kendal

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12. Program support:
-More PD when it comes to students who struggle with learning (ADHD, dyslexia, autism spectrum)

9. Creating more opportunities for reflection (thinking skills):
-Reflecting about what was covered or done in class
-Critical Analysis Process from the Arts curriculum

16. Timetabling:
-More classes needed in certain subjects (SOC)
-Kids sit in chairs after lunch because of the timetable (they need a break), they go outside when the weather is nice
-Lots of classes taught by on-call teachers
-A more flexible timetable
-Rethink blocks like reading period

11 and 14. Feedback to students:
-Class sizes
-Physical space (natural light)
-Feedback (one on one)

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Senior School: Saba, Shelley, Jenny, Lisa, Valerie, Julia, Anjelien 

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Senior School: Saba, Shelley, Jenny, Lisa, Valerie, Julia, Anjelien 

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6. Information Technology Plan has not been established, or shared.
7.  Update library, flexible, versatile workspace = modern.
11. Resources available in English only and need to be supported in other languages.
Not diverse enough or available in multiple languages.
12. An additional learning strategist to properly support the number of students with needs.
12. Based on the diversity of learners we need to add a variety of course selections and options.
14. Timely, meaningful feedback,
currently inconsistent amongst teachers.

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Junior School Recommendations (Ian Mac Kinnon and friends) :

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Junior School Recommendations (Ian Mac Kinnon and friends) :

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#11 Shared facility use limits some flexibility of the program. Constraints of timetable.
#2. It's difficult to balance missed academic time and while still creating co-curricular opportunities.