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École George Pringle Elementary
WE TAKE PRIDE IN WHAT WE DO!
Our Learning Plan

What's new for the school year 2020/21

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Scanning - What's going on for our learners?

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  • Scanning invloves:

    • A wide perspective on learning, informed by learning principles (OECD)
    • Finding out what learners think and feel about their learning and
    • what their families and communities perceive about their learning
  • Scanning is NOT:

    • Seeking evidence to reinforce the status quo
    • Only looking at aspects of academic learning that are easily mesaured
    • Exclusively what the professionals think

    • The  Scanning process for the staff at GPE occurred during our Implementation Day in October.  We wanted to create a powerful learning environment for all learners, while weaving indigenous ways of knowing; in particular, the Four Food Chiefs.

Focusing - What do we need to pay attention to? magnify_text_anim_16253 (2).gif

  • Focusing involves:

    • Using information from the scan to identify an area for concentrated team learning
    • Gathering more information if you need it to understand the situation
    • Building on strengths or positives, as well as clarifying challenges
    • Identifying a common area that the team can work on together
  • Focusing is NOT:

    • The time to introduce completely new areas disconnected from the scanning process
    • About assuming you have it all figured out and don't need to investigate any further
    • Just about problems or challenges
    • About everyone choosing his/her own area of interest

    • The staff scanning process provided a shared picture of what's going on and allowed the team to focus on key words such as:
    • Home - Life / Diversity - Equity / Social and Emotional Learning / Connections - Belonging



Developing a Hunch - what do we need to do? What will make a difference?

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  • Developing a hunch involves:

    • Getting deeply held beliefs and assumptions out on the table about your own practices
    • Focusing on things your team can do something about
    • Checking your assumptions for accuracy before moving ahead
  • Developing a hunch is NOT:

    • A general brainstorm of all possibilities
    • Being obsessed with the actions of others or with issues over which you have limited influence 
    • Venting about the past, fuming about the present, or finding someone to blame

Learning - what do we need to learn to improve our understandings?


  • New Learning is:

    • Tailored to the situation
    • Directly linked to the focus identified earlier in the spiral
    • Exploratory—testing how new approaches could be better than previous practices
    • Sustained and supported over time
  • New Learning is NOT:

    • Pursuing the latest trends 
    • Disconnected from the context
    • Uncritically adopting new ways without understanding the purpose
    • A short-term or quick fix

Taking Action - how can we put our learning to action?

    • Taking action involves:

      • Learning more deeply about new ways of doing things and then trying them out
      • Evaluating the impact on learners and seeking their feedback
      • Building trust and cultivating a growth mindset
    • Taking action is NOT:

      • Trying something new without considering its value and relevance in your situation
      • Implementing without monitoring the effects on learners
      • Assuming everyone feels OK about the change

    • The Spirals of Inquiry has provided  the staff awareness that the better a child can self-regulate, the better she/he can rise to the challenge of mastering ever more complex skills and concepts. There is little difference between self-regulation and compliance.  At GPE,  unlike compliance based on punishment, we want to nurture students so they have the ability to cope with greater challenges because it involves arousal states, emotions, behavior, and as the child grows older, thinking skills.
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 Checking


  • Checking involves:

    • Knowing what you want to accomplish for your learners and having specific ways to determine how you are doing—early in the inquiry process
    • Setting high expectations that your actions will make a substantial difference for ALL learners
    • Setting the stage for what comes next
  • Checking is NOT:

    • A routine to follow at the end
    • Seeking some difference for some learners
    • Judging the capacity of learners to succeed
    • Justifying your actions