Focus: To use various applied design activities to build social skills and help students develop a positive attitude towards learning.
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Focus: How can I support my students to become independent self-regulated learners, so they can be engaged in 21st century forms of learning?
Focus: Students will practice the design process that is connected to traditional Gwich’in ways, to increase motivation and become confident, independent learners.
Focus: How can we connect a myriad of support strategies and services to ensure that PCCS students experience success within our school?
Focus: To enhance the literacy results of Early French Immersion students, especially in the primary years, by building a school-based Learning Network of French Immersion program staff.
Focus: How to effectively use my role as a specialist teacher at JHES to engage others in Applied Design, Skills & Technology (ADST); this is two-fold: student learning and support of their needs and interests as 21st century learners and promoting ADST to the staff for their professional practice.
Focus: The implementation of Computational Thinking (CT) across the curriculum to develop and extend students’ problem-solving skills.
Focus: To what extent will fully implementing the Zones of Regulation program in our school positively impact social-emotional learning?
Focus: To what extent can we improve student growth and ownership of their learning by creating a school-wide culture of thinking and learning?
Focus: How can having teacher advocates at schools make a difference for students with Aboriginal ancestry?
Focus: How will a cyclical based math approach, focusing on “Big Ideas”, in addition to the focus on developing a growth mindset have an impact on student achievement in numeracy as measured by the BC Performance Standards, District Math Assessment, and school-wide assessments?
Focus: Creating a safe and inclusive playground.
Focus: On building connections among the school community members and increasing our understanding of local Indigenous traditional practices by creating a whole school Coast Salish style legacy weaving project.
Focus: What can we do to improve student support, connections and engagement with our ELL students?
Focus: We investigated how we could move from more traditional libraries to a Library Learning Commons model in an effort to better support today’s students.
Focus: Will a combination of digital, text based, journal, geographical map or other media source styles of research be more meaningful than just digital web based research in a Secondary Foods class?
Focus: On the following First Peoples Principle of Learning — learning is holistic, reflective, experiential, and relational (specifically focusing on connectedness, reciprocal relationships, and sense of place). Further, our focus area was inquiry-based learning, exploring the interconnectedness of science and mathematics, and the holistic nature of learning — we looked to the First Peoples Principles of Learning, BC curriculum, and core competencies to inform and guide the learning (students engaged in inquiries that were connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures).
Focus: For each student to challenge themselves individually with less fear.