Establish and communicate accountability measures for professional learning: Clearly communicate action items Collaborate and communicate progress (PLC) Make learning and growth visible GHES Strategic Plan: Curriculum Redesign and Communicating Student Learning Year 1: 2018/2019 Year 2: 2019/2020 Year 3: 2020/2021 Year 4: 2021/2022 Big Idea Plant Firm Roots: Branch Out: Flower and Cross Pollinate: Go Deeper with Grow into New Bloom: Integrate and the Known Areas Embed Expand In all Throughout Directions GOES -Dedicated time for -Dedicated time for -Dedicated time for -Maintain, monitor, GOES in weekly GOES in weekly GOES in weekly assess and support (Outdoor teacher schedule teacher schedule teacher schedule growth of GOES and Experiential -Dedicated -Dedicated -Dedicated begin new cycle of Learning) coordinator role and coordinator role and coordinator role and appreciative inquiry, support person for support person for support person for strategic planning GOES GOES GOES and school growth -GOES coordinator -GOES coordinator -GOES coordinator co-teaching K-7 co-teaching K-7 co-teaching K-7 -Integration of GOES -Integration of GOES -Integration of GOES with other curricular with other curricular with other curricular areas areas areas -Curricular mapping -Use curricular -Use curricular core competencies, mapping to direct mapping to direct YFN connections teacher long-range teacher long-range and GOES planning, planning, -Dedicated space for of of GOES equipment -Collaborate, plan -Increased -Increased and build outdoor integration integration classroom space of GOES across of GOES across -Collaboration with K curriculum and use curriculum and use teachers and Yukon of outdoor classroom of outdoor classroom Education on inquiry -Collaboration with K -Connect GOES to Forest Kindergarten teachers and Yukon second language Education to explore learning instruction integrating Forest -Determine next Kindergarten steps for Forest Kindergarten program Assessment -Develop and -Revise school -Maintain, monitor, -Begin new cycle of implement school assessment plan for assess and revise appreciative inquiry, and Reporting assessment plan and Communicating school assessment strategic planning guidelines for Student Learning plan for and school growth for Communicating based on Communicating school assessment Student Learning stakeholder Student Learning plan and -Collecting evidence feedback -Collecting evidence Communicating from a variety of -Collecting evidence from a variety of Student Learning sources from a variety of sources -Giving specific/ -Collecting quality sources -Collecting quality descriptive feedback evidence -Collecting quality evidence -Setting specific -Accessing quality evidence -Accessing quality individual student samples samples
Establish and communicate accountability measures for professional learning: Clearly communicate action items Collaborate and communicate progress (PLC) Make learning and growth visible GHES Strategic Plan: Curriculum Redesign and Communicating Student Learning Big Idea Year 1: 2018/2019 Plant Firm Roots: Go Deeper with the Known Year 2: 2019/2020 Branch Out: Grow into New Areas Year 3: 2020/2021 Flower and Bloom: Expand In all Directions Year 4: 2021/2022 Cross Pollinate: Integrate and Embed Throughout GOES (Outdoor Experiential Learning) -Dedicated time for GOES in weekly teacher schedule -Dedicated coordinator role and support person for GOES -GOES coordinator co-teaching K-7 -Integration of GOES with other curricular areas -Curricular mapping core competencies, YFN connections and GOES -Dedicated space for GOES equipment -Collaborate, plan and build outdoor classroom space -Collaboration with K teachers and Yukon Education on inquiry Forest Kindergarten -Dedicated time for GOES in weekly teacher schedule -Dedicated coordinator role and support person for GOES -GOES coordinator co-teaching K-7 -Integration of GOES with other curricular areas -Use curricular mapping to direct teacher long-range planning, of -Increased integration of GOES across curriculum and use of outdoor classroom -Collaboration with K teachers and Yukon Education to explore integrating Forest Kindergarten -Dedicated time for GOES in weekly teacher schedule -Dedicated coordinator role and support person for GOES -GOES coordinator co-teaching K-7 -Integration of GOES with other curricular areas -Use curricular mapping to direct teacher long-range planning, of -Increased integration of GOES across curriculum and use of outdoor classroom -Connect GOES to second language learning instruction -Determine next steps for Forest Kindergarten program -Maintain, monitor, assess and support growth of GOES and begin new cycle of appreciative inquiry, strategic planning and school growth Assessment and Reporting -Develop and implement school assessment plan and guidelines for Communicating Student Learning -Collecting evidence from a variety of sources -Collecting quality evidence -Accessing quality samples -Revise school assessment plan for Communicating Student Learning based on stakeholder feedback -Collecting evidence from a variety of sources -Collecting quality evidence -Maintain, monitor, assess and revise school assessment plan for Communicating Student Learning -Collecting evidence from a variety of sources -Collecting quality evidence -Accessing quality samples -Begin new cycle of appreciative inquiry, strategic planning and school growth for school assessment plan and Communicating Student Learning -Giving specific/ descriptive feedback -Setting specific individual student
ghes_communicating_student_learning__guide_2018-2019.docx