AAS Map - Diane, Jim A., Milena S., Sam

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AAS Map - Where are we going?

Elementary

Dangerous things to do with kids

how to involve students in decision making

investigate how to embed inquiry in all we do

commit to ICT integration and provide support to do so

finalise assessment time frames and inclusions

finalise curriculum changes

identify common teaching approaches and common language

Create more common meeting times for grade level classroom teachers and specialists

Push in ESL support model

Include staffing and PD concrns in future planning

Whole School

Continue vertical and cross-curricular horizontal curiiculum development. How do things like service learning get truly incorprated?

Routine discussions between school divisions / we have more in common than we think!

Co-curricular sessions offered by parents and other outside of school specialists

Mother tongue program

In addition to our mission and objectives, it would be helpful to have a clearly established philosphy that drives curricular development, alignment and teaching methodologies. It feelsas though that is in development, but not all of those who are involved in the implementation of curriculum are clear on it. Are we inquiry-based? Should there be an element involving rigor? Do we want some degree of uniformity in regard to developing skills and literacies across levels?

Professional Development

Subtopic

Should also include stafff wellness and time for just plain WORK

Eventually, it may be helpful to frontload more PD days prior ot the start of the school year

In addition to developing specific focus, it would be valuable to have whole staff feedback on desired areas of focus

Focused cycles - maybe two per year, on a rotating basis, that will benefit the whole school, consisting of, perhaps...

Maybe shared readings suggested by faculty?

Assessment

Questioning strategies / UBD / inquiry

Writing across the curriculum

ESL in the mainstream/content areas

Tech integration (ongoing)

Upper School

Look at backwards mapping for whole year - what does the end look like?

year-end awards throughout grades

objectives established early

graduation traditions

As admissions grow, it is important to be sure that we have adequate support in place for the learning of all students.

Core teachers for each of the subject areas or grade levels in middle school

Develop cross-curricular, focused annual trips that are specific to each grade level - incorporate multiple content areas AND BG cultureal awarendess

Look at offering multiple IB trips for grades 11 & 12, happening simultaneously - maybe during ski week?

Use community building time to develop specific identities for MS and HS - include IB!

weekly assemblies

Whole-school reads for Upper School and/or MS/HS?

Cultural awareness

Human Rights awareness

Environmental awareness

Mindset

Annual projects?

Well established model of expectaions for behavior and learning followed and enforced by all staff members being clearly understood by students and parents

PD should allow for uniformity of some expectations for learning as well as development of systems

All of upper school should have a standardized supplies list

"This is how we do things here"

Academic honsty / honor code

Attendance/tardy policy

The schedule needs to reflect the needs of students, in regard to the amount and balance of instructional minutes and the year-long calendar (in regard to CEESA / exams / holidays, etc)

trimester model feels unweidy in the year-long schedule

we need to be sure that kids' time is being used well and for as many different types of learning opportunities as possible

are electives well-organized? should some projects (yearbook / musical ) be open to IB students being able to participate?

continuity is paramount

reflect need for tech integration into mainstream classes

Well established curriculum developed from current adoptions .

Continual focus on inquiry based learning

Using UBD have established assessments

Curriculum maps for each grade level and subject area.