# data[].attributes.headline
ES - What do we already do well? What might we improve? What would need to be in place to make it happen?

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ES - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.headline
MS/HS - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.subject
MS/HS - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.headline
ES - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.subject
ES - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.headline
MS/HS - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.subject
MS/HS - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.headline
ES - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.subject
ES - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.headline
MS/HS - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.subject
MS/HS - What do we already do well? What might we improve? What would need to be in place to make it happen?

# data[].attributes.body
In our grade level teams, we work collaboratively in pods, where all teachers are responsible for all students in that grade level.

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What we do  well:Weekly planning meeting related to the unit of inquiry and lessons.

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What we do  well:Weekly planning meeting related to the unit of inquiry and lessons.

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Do well: We all want our students to thrive 

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Do well: We all want our students to thrive 

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We have strong student support services, with a dedicated support teacher for each grade level. This support will help students achieve at high levels.

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Finding ways to better integrate our specialist/studio teachers into the planning. We need to create concept based Central ideas so that it is more universal.

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We have started the PLCs.
The trainings for common grounds understanding of PLCs is well on the way.

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We have adopted programs that support this, i.e. we have the framework in place.

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We are embracing working with other teachers (i.e. learning support) to help all students learn.

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Something we do well is making learning fun, engaging and exciting for all students. We could improve how we disseminate information for students & teachers. A central location for all documents and information.

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We have MAP testing and we look at the data. This can still be improved.

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We have common planing time to collaborate

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We have common planing time to collaborate

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We have moved away from the idea of "my students" and "my classroom" toward "our students" and "our learning spaces."

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We all want our students to be successful

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Gather evidence of current levels of student learning and compare with prior levels to document and evidence student progress (MAP Testing in MS, for example).

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Gather evidence of current levels of student learning and compare with prior levels to document and evidence student progress (MAP Testing in MS, for example).

# data[].attributes.body
-We create results oriented goals.
-We need to spend more time analyzing the impact of the changes we make.
-We need more structured collaborative time.

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We collaborate in our planning

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Within these frameworks we have - MYP and DP - we need to structure a more coherent model that supports learning. Currently, our scheduling works against this somewhat.

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Work towards the same goal

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We collaborate with others in our department on curriculum, instruction, and assessment

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Is norming part of our routine of collaborative planning and reflection?

# data[].attributes.body
We could work to further clarify what students will learn and what each member will do to ensure the learning. To do this, we would need to have a clear understanding of expectations (non-negotiables?) and systems to make efficient use of planning time.

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We are using common reading assessments to track growth.

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Using social-emotional and behavioural assessments to provide more well-rounded services for students.

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Talk the talk

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Are students involved in the assessment of their learning and how so?

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We do a lot of formative assessment

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Accountability must be agreed on

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We need to be better at looking at student data collectively and collaboratively (aside from MAP data) and use this data to inform our instruction. (i.e.: on demand writing samples, math pre-assessments, etc.)

In essence, we need to be more results oriented.

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We encourage collaboration

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What we need to improve: Setting goals and use of data.

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What we need to improve: Setting goals and use of data.

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Need more of a focus on IDUs and bringing groups of students together in more lasting, meaningful ways.

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Particularly in reference to DP Exams, we do have the data and analyze the data of students' results (including results over time).

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Monitor student progress each quarter to identify students at risk and respond accordingly with academic or emotional support.

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Joyful learning? How to measure this?

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We have started to look at results, i.e. evidence of student learning. We need to continue this and broaden it from the current focus on standardised assessments, e.g. MAP, DP, etc. We need to make time and space for this to happen.

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Sometimes in order to learn behavior and discipline issues need to be addressed. We could do better in this area.

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We have great academic assessments. One of my previous schools implemented a social-emotional assessment for students to gauge their well-being and feelings towards school. this could help guide a PLC dedicated to social-emotional instruction.

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Something we might want to do intentionally at the start of the year is set team goals and look at how we will support each other to reach those goals.

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Professional Development
Focus on Learning
Collaboration

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We need to ensure that supports like office hours are made available to students again within our revised schedule and covid protocols. We need to better figure out how to enable students to effectively learn collaboratively while socially distanced.

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Consider professional responsibilities/roles that allow for stronger collaborative relationships/PLCs.

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Departmental meetings are great times to discuss and understand units and plan strategies across various grade levels 

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Departmental meetings are great times to discuss and understand units and plan strategies across various grade levels 

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Every year, we look at our DP results and see where our students perform well as well as the areas we should spend more time focusing on.

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Adopting an MTSS (multi-tier support system

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With turnover at LCS, this means that departments are at different places - there's a reset button every year in regards to how departments work together and know each strengths and weakness.

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Yes, our collaboration is good, but I wonder what could we do to make it even better. I am thinking of a better use of protocols on grade level teams to help us organize team meetings and focus our time together. 

# data[].attributes.subject
Yes, our collaboration is good, but I wonder what could we do to make it even better. I am thinking of a better use of protocols on grade level teams to help us organize team meetings and focus our time together. 

# data[].attributes.body
we have departmental norms and there is follow through

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Just because we've taught it how are we ensuring students have learnt it - we need to get better at this being the goal. How do we know? Document and find the evidence and make it accessible and easy to find.

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Having students share their work or newly learned skills in an authentic way outside of the classroom would be exciting!

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Focus on sequencing and pacing of content - completed as a team (ES) 

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Focus on sequencing and pacing of content - completed as a team (ES) 

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Teachers have access to PDs

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Make students a very important part of the reflective process.

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What we do well is plan engaging lessons for students and provide students the opportunity to take ownership of their own learning by asking questions etc.

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What we do well is plan engaging lessons for students and provide students the opportunity to take ownership of their own learning by asking questions etc.

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We have IB criteria to see student progress which can easily help to identify individual strengths and areas of improvement.

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We have IB criteria to see student progress which can easily help to identify individual strengths and areas of improvement.

# data[].attributes.body
Feedback should be qualitative for both formative & summative assessments. It should be returned to students in a timely manner.

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Clear cooperation and regular communication with Student Support Services team to identify concerns with student learning and RTI adjustments as necessary.

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Embedded learning as part of our routine work practices.

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Since we do not have the ability to decide on the criteria we will use to assess students (b/c we have to use MYP criteria, for example), we need to intentionally consider how assessment can be used for learning rather than to tick required assessment boxes.

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Students always get to work with teachers and each other. 

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Students always get to work with teachers and each other. 

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School is consistent on equipping teachers with skills through professional learning opportunities within the school community.

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This is getting better, because we are relatively new to collaborating with other teachers on all things that matter within the grade level. We could spend more time analyzing student learning data and planning accordingly.