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A3

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A3

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A2

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Would be wonderful not just to show performance, but their growth as well

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More awareness that helping teachers exist! Teachers are asking for help (particularly new teacher, new to district, new to province)

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We see it in how students reflect on the competencies

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Good participation at after school workshops/dinner series learning opportunities

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Building Deeper Understanding of Numeracy in the Early Years at Bear Creek Elementary.

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Through intentional 'hands-on, minds-on' opportunities, students communicate and share thinking to learn together.

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It's interesting what teachers choose to talk about when they talk about their growth - almost every teacher interviewed talks about support from the District and the HT or HTs that they can attribute their growth to.

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Teachers are joining quality assessment learning teams.

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Clear goals for initiatives - after-school serves a big idea purpose; smaller groups with ongoing and embedded work targets growth for individuals/schools involved.

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Instructional Strategies in the Mathematics Classroom

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Surrey Educator Carley Brockway and her students discuss how a focus on instructional strategies promote engagement and deepen understanding in the mathematics classroom.

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www.vimeo/com/sd36learn

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Video evidence of growth in teacher practice and a willingness to share this growth

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Teachers talk about their own growth over time. "I used to do this...but now I do this."

Teachers taking the risk to change and now are leading the change. Comfort zone of success has pushed teachers to lead others and share. Teachers stepping up and willing to participate.

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District events give students a voice. Examples: Fine arts festivals, science fair, Sparking Today's Learner dinner series, district Vimeo channel and

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We prepare our learners to think creatively and critically, communicate skillfully, and demonstrate care for self and others.

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Freshgrade or digital portfolios provide evidence of learning

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Question 1: Evidence that our students are doing well...

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Question 1: Evidence that our students are doing well...

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Question 2: Evidence that teachers are doing well...

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Question 2: Evidence that teachers are doing well...

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Conversations are evolving - they are now pushing our thinking instead of just trying to follow it.

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Students use the language of the core competencies in their reflections

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Numbers showing up to workshops - but is it frequently the same people?