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: Our staff and students collaborated on the creation of a blanket which documented our journey towards reconciliation.
Focus: Using focused literacy instruction to increase students’ ability to take different perspectives and increase their social-emotional intelligence.
Focus: Teaching students the skills of self regulated learning, focused on creating a flexible learning environment which would impact student engagement and success.
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: Two French Immersion Kindergarten classes will combine with our district Aboriginal K / 1 program to share Aboriginal culture and language through oral story-telling and puppets, and traditional drumming – focusing on the local FN language of our valley.
Focus: Creating a safe and inclusive playground.
Focus: How can we include aboriginal ways of knowing into how we approach self-regulation with our young learners?
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.