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What stood out to me is the strength of feeling belonging. I feel like i belong in my direct department, but in MS, in ISM, not so much. Perhaps its the nature of a big school and leads to a lack of community. Or at least i havent found it myself, which isn't normal for me.

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We have a strong foundation for the LS and EAL support system but there is still a lot to work on. I feel that the reason why there is a gap sometimes in the communication lines between the LS and EAL and the regular teachers is because of the still developing system or structure on how these two departments can efficiently support the inclusion of the students of both departments in the regular classroom

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I wonder if there is a way to spread the PL work load differently so that they are not full teaching load and full PL load. Or somehow reduce their teaching load so that they can do full PL Load.

I also wonder if we need additional full time curriculum team members in order to lift some of the PL load.

Now that we have all had PL adaptive schools training how can we grow capacity in our teams?

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There was clear, actionable feedback on KidTalks, but we need time in the Wednesday Morning Meeting Schedule to make it happen.

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When we discuss students, we need communication between all of the teachers who teach that student.

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We could look at a model similar to the HS model? If there's not space in the Wednesday meeting schedule.

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I get a lot of comments from many staff that they are always tired or overwhelmed with their weeks of work and never have enough time to do some of the essential stuff in their curriculum or take some time to adjust. Socially it is also difficult to get by for some people.

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It is not always clear what meetings are happening with parents of LS students. We as core teachers are not always clear what the follow up expectations are.

I would like more clarity on what is happening, behind the scenes.

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I didn't even think about the fact that we are growing as a school and that spaces are starting to feel crammed. I feel it is something that needs to be addressed first, as that will have implications on faculty and student wellbeing, workload, and balance.

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Some staff might feel burnt out after a short intense period and thus the quality of lesson plans will drop a bit

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Confidence within the level of skills , enhanced productivity and efficiency follows along once educators equipped themselves on the level of their expertise in line with their work and expectations.

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ISM values growth , productivity and innovation. Various professional developments for educators enable them to be equipped with the fast -growing trends in education.

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While educators work together to attain common goals toward success for every learner, it is significant to provide marginalized population educators competitive and attractive to boost employee morale and therefore somehow feel appreciated and value.

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Improving the developing collaboration of the regular class and the LS and EAL would help the students concerned to be not left behind in terms of their learning.

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Working on this would level up the instruction of the school and learning of the students.