I. General Information
School Name: Queen Elizabeth Secondary School
School District: SD#36 Surrey
Inquiry Team Members: Geralie Oba-Underwood: oba_g@surreyschools.ca, Bal Ranu: ranu_b@surreyschools.ca, Brittney Sitch: sitch_b@surreyschools.ca
Inquiry Team Contact Email: oba_g@surreyschools.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Secondary (8-12)
Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education, Career Education, Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Mathematics / Numeracy, Physical & Health Education, Science, Social Studies
Focus Addressed: Community-based learning, Core competencies (for example, critical thinking, communication, problem solving), Experiential learning, First Peoples Principles of Learning, Inclusion and inclusive instructional strategies, Social and emotional learning, Universal design for learning
In one sentence, what was your focus for the year? Our focus area at Queen Elizabeth Secondary School (QESS) is centered on the second principle of the First Peoples Principles of Learning where learning is holistic, reflexive, experiential and relational striving to help our students feel more connected by creating opportunities for cultural awareness and celebrating diversity, equity, and inclusion.
III. Spirals of Inquiry Details
Scanning: In scanning our Queen Elizabeth Secondary School (QESS) students from a variety of subject areas (English, Fine Arts, French, Science, Social Studies, Math, PHE, LST, LSB, Counsellors), our group gained a deeper insight into our learners’ learning needs. We found that our learners needed supports that focused on their social and emotional needs, before learning could take place. In our collection of numerous types of data, our students have voiced through student led clubs that they feel the need for more diversity, equity, and inclusion within our school community.
Appreciating the student feedback of the need for greater cultural awareness and celebrating diversity, equity and inclusion in our school, along with the vital role education plays in building intercultural understanding, empathy and mutual respect, our groups believed that to help our students feel more connected we needed to create cultural awareness and celebrate diversity, equity, and inclusion with the input of our students. Our driving question was “how well do we know our students?” As a team, we wanted to learn about our students’ stories to understand our learners better and to make their time with us meaningful and purposeful. Our focus is on well-being, connectedness, reciprocal relationships, and a sense of place. Through our working groups, we strived to help our students feel more connected to the community and the land on which they work, learn and play.
Focus: Our focus area at Queen Elizabeth Secondary School (QESS) was centered on the second principle of the First Peoples Principles of Learning, where learning is holistic, reflexive, experiential and relational. Our focus for this past school year was on connectedness, on reciprocal relationships, and a sense of place. Through our working groups, we strived to help our students feel more connected. We wanted to create cultural awareness and celebrate diversity, equity, and inclusion. Our focus this year was on equipping our students with the reflective capacities that are necessary for a meaningful and engaged life in today’s society. The competencies that centred our school plan are from the B.C. English, English First Peoples 12, and Social Studies curriculum:
• Students can explore the significance of people, places, events, and developments within their respective historical and cultural contexts.
• Students can recognize and evaluate the role of their own personal, social, and cultural contexts, values, and perspectives.
• Students can build and maintain diverse, positive peer and intergenerational relationships.
• Construct meaningful personal connections between self, text, and world.
QESS students continue to be a culturally and socially diverse community, with an equally diverse range of learning needs. Much of the observations from previous years revealed a significant struggle with regular learning environments, as well as an apparent increase in interpersonal discord. Distress, tolerance, the ability to cope with adversity and challenges were some observations that could have been attributed to the extended period that many of our students had spent learning remotely or on an altered context.
Through collaborative working groups, our mission was to foster a profound sense of connection among our students. Embracing diversity, equity, and inclusion, we prioritized cultural awareness and celebrated the rich tapestry of backgrounds within our community. This year, our focal point has been on cultivating reflective capacities essential for meaningful engagement in contemporary society. Rooted in the B.C. English, English First Peoples 12, and Social Studies curriculum, our school plan revolves around key competencies. These include fostering an understanding of historical and cultural contexts, evaluating personal, social, and cultural perspectives, nurturing positive relationships, and facilitating meaningful connections between self, text, and the world. Through this comprehensive approach, QESS endeavors to equip students with the skills and perspectives necessary for a purposeful and engaged life.
Hunch: Appreciating the student feedback of the need for greater cultural awareness and celebrating diversity, equity and inclusion in our school and the vital role education plays in building intercultural understanding, empathy and mutual respect, our group’s hunch was that to help our students feel more connected, we needed to create cultural awareness and celebrate diversity, equity, and inclusion with the input of our students. Our driving question was “how well do we know our students?” As a team, we wanted to learn about our students’ stories to understand our learners better and to make their time with us meaningful and purposeful.
New Professional Learning: Appreciating the student feedback of the need for greater Indigenous awareness in our school and the vital role education plays in building intercultural understanding, empathy and mutual respect, our staff participated in viewing Virtual Keynote Speaker – Annette Loe (Author, Artist, Matriarch) in Library Learning Commons, followed by activities for Reconciliation Week – lead by Henry Lorteau our Aboriginal Youth Care Worker. To support the learning of colleagues, administrators have and will continue to attend and collaborate with district professional working groups, focused on Indigenous Student Success, Inclusive Learning, and Responding to Racism Through Restorative Practice. Moreover, the administrative team participated in a professional development workshop focusing on Purposeful Power in the Service of Anti-Racism with keynote speaker Shagufta Pasta. Furthermore, department leaders and administration have been working closely creating a school plan that fosters the ability to get to know our students better to ensure their success. Our Indigenous youth were invited to a district meeting and asked to share their student voices with district representatives, principals, and vice principals regarding the following topics:
• Group 1 – What would need to change in your school to uplift Indigenous youth leaders, while still recognizing the systemic barriers we face? What is going well?
• Group 2 – How do cultural activities uplift Indigenous youth? What could be done to support this?
• Group 3 – How would it feel not having a safe physical space to work? What do you want to tell principals in Surrey?
• Group 4 – How could educational supports, and skill development programs be provided? What is going well?
For December, we had a celebration with our Indigenous youth arranged by our Indigenous Planning Committee to facilitate conversation and planning for future student events and celebrations. We had applied for a Special Projects grant to get our students involved in continuous student-focused initiatives to empower students and their sense of belonging in our school, but unfortunately got denied. We committed to continue to learn as a team and focus on a school plan that values cultural awareness, celebrates diversity, equity and inclusion, to foster student voice and belonging.
Taking Action: In September of 2023, QESS staff gathered to discuss “How well do we know our QESS students?” Honouring, TRC #63 Education as a Way Forward “Building student capacity for intercultural understanding, empathy and mutual respect”, QESS staff were asked to work in groups to discuss subtopics that included (Food/Clothing, Values/Beliefs, Language, Holidays, Actions [ways of showing respect]). Each of the groups were asked to record their thoughts on the following, while focusing on their subtopic:
1. Describe what you see as cultural norms of the students.
2. What are your observations?
3. Are your observations driven by stereotypes?
4. Unpack why this might be difficult?
For Food/Clothing, QESS staff members observed that our students express themselves through their choice of clothing. Many students gravitate to wearing popular name-brands. Many of our students also wear religious attire. Many of the food choices of our students reflect their religious and cultural values. Many students are vegetarian or eat Halal meats. Our school cafeteria offers a variety of foods that place value on inclusion. Our Youth Room is a safe place for students to get food throughout the day.
For Values/Beliefs, QESS staff members found that our students have diverse values and beliefs. Our students seem to be open to sharing their own values and beliefs however, this may limit acceptance to those who do not value or practice the same beliefs. Our students place value in their families and family culture. Our students are open in sharing their values and beliefs with staff and seek accommodation when needed.
For Language, our students speak a variety of languages. We have a significant ELL population. Many students are fluent in English; however, they may choose to speak another language at home or with friends.
For Holidays, our students come from a wide variety of backgrounds and celebrate a diverse number of holidays. It is important to our students that we as a staff are culturally aware and sensitive to students’ background and needs.
Lastly, for Actions, our students are driven by their multicultural values. Due to the large populations of multicultural students, some students may not be empathetic towards the social practices of others.
From these broad initial observations, QESS staff formed a smaller Student Learning Plan Working Group lead by Department Leaders. This group met once a month. Department Leaders were chosen to form the working group because their pivotal role in supporting the success of the School Visioning Plan. The collaborative time that Department Leaders spend with their department members during meetings drove the discussion in fostering the success of students at Queen Elizabeth. The following questions were given to Department Leaders to intentionally focus their work with their department as a team. The expectation is that these questions will be revisited in subsequent discussions as Department Leaders create their department vision.
1. What do you see as the ‘vision’ for your department? This question is not about what must get done, but rather about what you want to represent. This question is about tying everything together. How do team goals match the nuts and bolts of what students need on an on-going basis to be successful at QE and in the future?
Identify some goals or initiatives you might pursue within your department as they relate to:
• First Peoples Principles of Learning
• Trauma-informed Teaching
• Curriculum
• Instruction, Universal Design for Learning
• Assessment
• Support for Under-Achieving Students
• Student Mastery of Curricular Concepts
2. In planning for this school year (2023-24) what do you believe should be the priorities for your department? Each department will be asked to focus some energy on contributing to the development of a School Visioning Plan. This question is not about broad goals but rather achievable and measurable goals that can be accomplished within the framework of a year.
3. How might you use your department meeting times to support the teachers in your department? Department meeting times enable teachers to work together in the examination of curriculum, teaching, and assessment practice. This question is about planning your department meetings mindfully to focus on set goals.
4. In planning beyond this school year, what are larger and broader goals that you hope to work toward as a department? This question is about implementation of the vision for the department. What needs to be cemented over time to drive the department to “what you want to represent”?
In November 2023, as part of Networks of Inquiry of Indigenous Education, a select group of students (LST, SS, ENG) in the school were asked the “Four Key Questions that Matter” to get a better understanding of student and foster student voice.
The results of our QE Learner Data for November 2023:
360 QE Students were asked the Four Key Questions.
340 QE Students responded.
303 QE Students could name two adults in the school who believe that they will be a success in life.
Through departmental discussions, ways to support teachers in each department were prioritized and goals to work towards were outlined while keeping a student-centered approach. As a result, these discussions highlighted the numerous systemic barriers that our Indigenous youth face. As a direct result, our teams were committed to getting our Indigenous students involved in as many opportunities as possible.
The following are a list of events that our Indigenous students participated in:
September 18th-20th Preparing for Orange Shirt Day—Poster Making
December 14th – Winter Celebration
Various – Student Leadership Conference (Organized by District)
May 8th – STEM and Indigenous Excellence (District)
May 24th – Shamanic Healing/drumming
May 29th – QE Indigenous BBQ Dinner
June 4th – Joseph Dandurand from Kwantlen Nation (Organized with Jill)
The 4 inquiry groups explored various topics this school year centered on the second principle of the First Peoples Principles of Learning. The 4 inquiry groups strived to help our students feel more connected, create cultural awareness, and celebrate diversity, equity, and inclusion.
Working Groups for School Planning
Group 1: Disciplinary Literacy
Group 2: Disciplinary Numeracy
Group 3: Well-Being (SEL)
Group 4: Transitions
All departments participated in inquiry this school year which include Social Studies, English, Science, Math, Fine Arts, Library Learning Commons, Inclusive Learning, Languages, PHE, Applied Skills, CLE, LST, ELL, Counselling, and Administration.
In March 2024, every student in the school was asked the “Four Key Questions that Matter” to get a better understanding of student and foster student voice. The results of our QE Learner Data for March 2024:
1030 QE Students were asked the Four Key Questions.
961 QE Students responded.
711 QE Students could name two adults in the school who believe that they will be a success in life.
As a result, of the 93% of QE student who responded to the Four Key Questions, 74% of our QE students can name two adults in the school who believe that they will be a success in life.
In April of 2024, the focus of inquiry from all students in all grades down to grade 7 students was made and specifically focused on transitions, therefore aiming at supporting successful transitions from elementary to secondary school. In evaluating areas of need, the working group also determined that more communication was necessary. As a result, in addition to Department Leaders, our QESS counsellors, Transitions team, IGA and IYCW joined the working group. Moreover, this additional team reached out to our Family of Schools (AHP Matthew Elementary, Betty Huff Elementary, Cindrich Elementary, Creekside Elementary, David Brankin Elementary, & Simon Cunningham Elementary).
Checking: Our journey of learning centered on the second principle of the First Peoples Principles of Learning, honouring the Aboriginal Ways of Knowing and Being and the First Peoples Principles of Learning. Throughout our learning journey we continued to challenge our old ideas and beliefs and explored our new learning with our students. Although learning and curiosity is lifelong, for this year’s work it seems that our work inspired our students to also take the lead.
With student-led groups such as Royal Brotherhood, BIPOC Liberation, Punjabi Youth, Sikh Youth Student Association, and Multi-Cultural Club all stemming from teacher inquiry groups, we feel satisfied yet inspired to do more. Furthermore, the events and work that our inquiry and student teams created were a much richer response to the four questions.
In November of 2023 and March of 2024, we used the four key questions to gain a deeper understanding of how connected our students feel. Of the 93% of QE students who responded to the Four Key Questions, 74% of our QE students can name two adults in the school who believe that they will be a success in life. As an interesting comparison, we compared the results from our grade 8 Middle Years Development Instrument where the same question was asked.
At QESS, ensuring students’ development of Core Competencies as mandated by the Ministry of Education is paramount. Through a multifaceted approach, QESS integrates these competencies into every aspect of the curriculum. Regular assessments, project-based learning initiatives, and extracurricular activities are designed to nurture skills such as critical thinking, communication, collaboration, and creativity.
Additionally, QESS values student feedback as a cornerstone of improvement. The school conducts Student Learning Surveys at both the grade 10 and 12 levels, meticulously analyzing the responses to reflect on areas of strength and areas needing enhancement. This reflective process enables QESS to adapt its educational strategies effectively, ensuring students receive a holistic and empowering learning experience. By analyzing the results from both the grade 10 and 12 student learning surveys that relate to our focus as a school on equipping our learners with skills to ensure engagement, self-actualization and connectedness, we were able to see what changes happened. For example, the responses to the four questions in March 2024 were much richer in detail (names, topics, reasons) then the responses to the four questions in November 2023. As a result, discussions, the four key questions, and the surveys taken at the grade 8, 10 and 12 levels all aided in helping us as a staff gain a greater understanding of our students.
Reflections/Advice: Reflection has helped us learn. Reflection has kept us focused as we explore, and learn as we take action. Through reflection, we learned that learning involves developing relationships, respecting distinct cultures, and honouring the perspectives of others in our communities.
Our journey of learning at QESS this year has been deeply rooted in the second principle of the First Peoples Principles of Learning, emphasizing holistic, reflexive, and experiential learning while honouring Aboriginal Ways of Knowing and Being. Throughout this journey, we’ve actively challenged our preconceived notions and embarked on a collaborative exploration of new ideas and perspectives with our students. While acknowledging that learning and curiosity are lifelong endeavours, our efforts this year have notably inspired our students to take the lead in their own educational journeys.
Empowered by student-led groups such as the Royal Brotherhood, BIPOC Liberation, Punjabi Youth and Multicultural Club, we’ve witnessed a flourishing of initiative and engagement within our school community. These groups have not only provided platforms for students to drive meaningful change, but have also enriched our collective experience and fostered deeper connections and understanding among peers. The events and projects spearheaded by these student clubs have added layers of richness and diversity to our educational landscape, amplifying the impact of our holistic learning approach. These school experiences have notably been an asset that has contributed to the well-being of our QESS students. However, more work needs to be done as we view QESS results compared to that of the district.
What worked exceptionally well in our school plan was our commitment to celebrating diversity and prioritizing inclusivity. By embracing the idea that learning is for all students and acknowledging that success may manifest differently for everyone, we fostered an environment where every student felt valued and supported. Effective communication with our students played a crucial role, as evidenced by initiatives such as student surveys and discussions around the “4 Key Questions that Matter.” Providing opportunities for students to voice their concerns and perspectives, including direct interactions with District Leaders, ensured that their voices were heard and their needs addressed. Additionally, staff collaboration was instrumental in the success of our plan, with Department Leaders actively engaging their departments to identify and prioritize specific needs, thus fostering a sense of collective ownership and accountability towards our shared goals. Through these concerted efforts, we were able to create a learning environment that not only celebrated diversity but also embraced inclusivity, ensuring that every member of our school community had the opportunity to thrive.
Our Next Steps
Based on the information we gathered in carrying out this year’s school plan, our hunch for next steps in the upcoming 2024/2025 school year, will be to collect more data to get a better understanding whether our efforts are effective. Our next steps in the school plan are to gain a deeper understanding by focusing on specific learning groups. The learning groups that we will be collecting data from will be from our Grade 8 students, Indigenous students, students who access the Youth Room, and students who are members of the Royal Brotherhood. The Core Competencies that we will be focusing on are the following:
• Personal and Social Responsibility: The understanding of one’s own values, beliefs, and biases, as well as the ability to work collaboratively, demonstrate empathy, and contribute positively to the community.
• Cultural Awareness and Understanding: The recognition and appreciation of diverse cultures, perspectives, and identities, and the ability to interact respectfully and inclusively with people from different backgrounds.
• Social and Emotional Intelligence: The awareness and management of one’s own emotions, as well as the ability to understand and empathize with the emotions of others, build positive relationships, and navigate social situations effectively.
Learner Data Collection and Analysis Plan
Our plan will be to collect quantitative and qualitative data through surveys, interviews, and observation techniques to gather feedback from students and staff, to measure progress and identify areas for improvement from:
1. Grade 8 students
2. Indigenous students
3. Youth Room attendees
4. Members of the Royal Brotherhood