I. General Information

School Name: Moscrop Secondary

School District: SD#41 Burnaby

Inquiry Team Members: Cristina Georgilas – Cristina.Georgilas@burnabyschools.ca
Chris Sandor Chris.Sandor@burnabyschools.ca
Adele Cooshek Adele.Cooshek@burnabyschools.ca
Scott Spracklin Scott.Spracklin@burnabyschools.ca
Shelley Brown Shelley.Brown@burnabyschools.ca
Colleen Gaskell Colleen.Gaskell@burnabyschools.ca
Georgia Campbell Georgia.Campbell@burnabyschools.ca

Inquiry Team Contact Email: marta.pippomichielli@burnabyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Not applicable

Focus Addressed: Core competencies (for example, critical thinking, communication, problem solving), Flexible learning, Social and emotional learning, Transitions

In one sentence, what was your focus for the year? Welcoming students to the Moscrop community, and making them feel safe and comfortable to get support from teachers and support workers.

III. Spirals of Inquiry Details

Scanning: We interviewed students a few times throughout the year. We noticed our learners were willing to engage in conversations with the adults that support them, and would in fact turn to them when they needed adult guidance.
We used the FPPL in our scanning process by practicing these areas:
***Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
***Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
***Learning involves patience and time.
Learning requires exploration of one‘s identity.

Focus: We wanted to support our learners in their transitions from Gr. 7 to 8, and from Gr.12 to post-secondary.

IIE Interview Questions

All Grades (8, 11, 12):

  • Can you name 2 adults in this school you feel supported by?
  • How do they show you? OR what makes you feel supported?
  • How could they show you? (if they don’t have 2)
  • Could you feel more supported? How?
  • What are you learning and why is it important?
  • Where are you going with your learning – how and what is your next step?

Grade 8s

  • What were 1-2 positives and/or negatives about transitioning from elementary school to Moscrop?
  • What would have helped make the transition more positive?

Grade 11s

  • What do you feel would help you to be successful in your grade 12 year?

Grade 12s

  • What are your plans for after graduation?
  • What are you excited / nervous about?

Hunch: We wanted students to feel protected and safe, and when uncertain or not feeling balanced, we wanted to ensure that they had adults in the building they could turn to for help or support.

New Professional Learning: Our school community was doing a good job. Students were connecting with adults and they felt as though they could turn to them for help or support. Learning resources we used were: District or community Elders and our Indigenous District Principal – Rob Smyth. We shared food and had multiple gatherings with our youth.

Taking Action:

  • Bringing kids together for lunches and gatherings.
  • We had a welcome dinner for our incoming grade 7’s and their families on June 27th. It was a very positive and well received event. Parents/caregivers and families felt welcomed and comfortable that their children will be taken care of by the Moscrop community.


  • Students felt as though they had a community they could turn to for advice or help.
  • Students had guidance with academic support if needed.
  • Options for guidance or support with transitions were openly addressed and considered.


  • I learned that I have a very collaborative and supportive team. Everyone is taking our learners’ needs into consideration while making any decision.
  • We have older students mentoring younger students – giving advice or leading them through difficult situations.
  • Our plan next is to see how we can continue to support students through their transitions (gr.7 to 8 and gr.12 to post-secondary, workforce, or both). Also, to focus on Indigenous understandings ( Traditional Knowledge, oral history, reconciliation) and Community-based learning Core Competencies (critical thinking, communication, problem solving).