I. General Information
School Name: Nechako Valley Secondary School
School District: SD#91 Nechako Lakes
Inquiry Team Members:
Dane Philipenko – dphilipenko@sd91.bc.ca
Amber Beyore – abeyore@sd91.bc.ca
Emily Brooks – ebrooks@sd91.bc.ca
Chris Verheyen- cverheyen@sd91.bc.ca
Deb Koehn – dkoehn@sd91.bc.ca
Kimberley MacNeil – Kimberley.macneil@sd91.bc.ca
Inquiry Team Contact Email: dphilipenko@sd91.bc.ca
II. Inquiry Project Information
Type of Inquiry: SRL Case Study
Grade Levels Addressed Through Inquiry: Secondary (8-12)
Curricular Areas Addressed: Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Mathematics / Numeracy, Physical & Health Education, Science, Social Studies
Focus Addressed: Growth mindset, Self-regulation
In one sentence, what was your focus for the year? Students’ interactions with each other and with adult staff members reflected an overall misunderstanding of what it means to be kind, caring and respectful.
III. Spirals of Inquiry Details
Scanning: Our scanning process was observations of our students interacting with team members and with each other in all places in their learning community. Grade 8 students are on a journey of self-discovery, and it is expected that they will try on new attitudes and behaviours based on their own interactions with their peers. Individuals were not recognizing that their own behaviours were creating unsafe places for themselves and others. Students were having difficulties engaging comfortably with others outside their social circle and emotions were interfering with decision-making.
Focus: In discussion with the author of this report, students were asked as individuals and in whole group settings about adults that believed in their current and future success. Observations by team members led us to believe that students were reflecting what they perceived was appropriate beliefs and values according to group think, rather than what they held true to themselves as an individual. Students felt belonging to specific groups of peers, rather than belonging to the school. At the beginning of the year, the majority of students could name and tell ways that they knew that the adults supported them, but at the same time, many students stated that they did not always feel safe, especially around some peers.
Hunch: Covid has interfered with some of our students’ social development. Isolation was even more pronounced in rural areas where farmlands lay far apart, and it is difficult for educators to understand the effects of the pandemic on social development interruption when very little understandings are shared through the system.
A fear of creating even further repercussions is frequently expressed and often there is inadequate counselling for both students and adults as new ways of being are established. As well, it became increasingly apparent that some previous educators’ behaviors were heavily influencing students’ current behaviours.
New Professional Learning: We participated several times with our NOIIE network group, including UBC researchers Nancy Perry and Kimberley MacNeil (Developing Self-Regulated Learners). As well, we have invested in professional readings, and some trade books about adolescent identity and growth (Dr Becky Kennedy).
Taking Action:
– We developed a common framework on ways of being a community member.
– We developed a common framework for ways of success when completing tasks.
– We met regularly (once a month with support team).
Checking: We did not make as much of a difference as we would have liked. We are committed to improvement for educators – students felt a strong connection and relationship with educators, but were not highly engaged in learning activities. We are committed to using our place as a learning resource, as well as a community of belonging.
Reflections/Advice: Don’t give up! As a team of beginning career educators we did feel overwhelmed at times and it helped to know that working together and collaborating with others created a clear path forward.