GRE - Our VISION STATEMENT

At GRE we believe in "Nurturing Relationships to Foster Success!"

We do this by:

•greeting kids by their name

•knowing their strengths and passions and their stretches 

•helping them solve problems, whether it's with their learning or their relationships

•building a culture of trust with our students, parents and colleagues

•communicating clearly what our values are and the importance that we place on our work

•creating a sense of belonging for all learners - academically & socially

Our why...

We want our students to feel empowered in facing the challenges that will happen inside the classroom, school and community and know that if they persevere, make a plan and work hard that they can succeed!  

We want them not to just have the skills, but to find their own why for their learning!

How we are doing this…

By developing a Growth Mindset in our students, in hopes of providing them with the skills and understanding of the power that they have in their life and their learning!    This is how we are giving our students their 'Why' for their learning!

How we are doing this…

We value or prioritize:

• Strong community connections – with each other, with our students, with our parents
• Alignment of language and focus as a whole school, and the development of shared spaces that have a clear purpose of supporting our goals
• Having structures in place that allow us to work and learn together in teams
• Having outside support to come and facilitate our learning and share ideas from other schools – we would love to go and see!

We believe that:

• Feeling safe is essential before learning can happen
• Everyone needs to feel connection and belonging first before they can take risks in their learning
• Learning from each other and alongside each other is powerful
• Curiosity inspires powerful learning​
  

2021-22 SCHOOL YEAR

What actions we are going to take…

Our school focus for the 2021/22 year is to continue to foster a growth mindset in our students by focusing on:

• Inquiry – going deeper into using inquiry across subject areas to promote ownership, and curiosity, while supporting the curricular and core competencies.  Learning 'Visible Thinking' strategies to incorporate into Inquiry units.
• Assessment for learning – The use of growth-based language, assessment visuals and explicit learning targets to help students describe their learning and their next steps.

• Social Emotional Learning – continue to support and develop practices that support self-regulation, self-awareness, belonging and connection.
• Creation and fine tuning of structures and systems that streamline communication, learning supports and shared leadership so teachers can continue to learn together and support the diverse needs of their students in a team atmosphere​
  

 2020-21 SCHOOL YEAR

What we are going to do this year to continue our support the development of a growth mindset in our students is to have 3 main learning goals:

• To continue to build our capacity to use Inquiry for student learning in cross curricular areas
• To continue to focus building student capacity to use self-regulation strategies in the classroom and on the playground
• To Examine assessment for and of learning – aligning our assessment practices with our growth mindset beliefs

2019-20 School Year

We began in September 2019, by reviewing the big  ideas that were identified from our scanning results last year.  As a team we agreed that:

2017 -2018 Spirals of Inquiry – Our Next Step in Supporting Learning

As of May 2016, the Ministry of Education removed the requirement for schools to have a School Planning Council (SPC) which consisted of representation of parents, teachers and administration.  Our District believes strongly that although there no longer exists a formal SPC, important discussions about what is going on in the school with regards to improving student learning need to continue to happen and that parents, teachers and administration need to continue to work together to set goals and monitor student learning. 

To that end, the process our District has chosen for setting goals is based on the idea of inquiry. Inquiry is about being open to new learning and taking informed action.  Inquiry has six key stages: scanning, focusing, developing a hunch, new professional learning, taking action, and checking that a big enough difference has been made. At each stage in the spiral, three questions are asked:

•             What is going on for our learners?

•             How do we know?

•             Why does this matter? 

As a staff we engaged in the inquiry process for the first time, during the 2017-2018 school year.  We began by asking ourselves the question, "What is going on for our learners?" and then we asked our students the Four Key Questions That Matter:

1) Can you name TWO adults in this school who believe you will be a success in life? How do they show you that they believe in you?

2) Where are you going with your learning? What are you learning? What are the big ideas that you are exploring? Why is this important?

3) How are you doing? What would you like to tell others about how you are doing with your learning? How do you know how you are doing?

4) Where to next? Tell me what the next piece of learning is for you? What do you need to do to get better at this?

Link to more information about the Spirals of Inquiry

Pre-Existing Supportive Structures:  How GRE Supports the Needs of all Learners

At Glenrosa Elementary School we follow three formalized structures to assist us in identifying and supporting the needs of our learners, academically and social/emotionally.  They are:

1. We follow a Pyramid of Support to ensure that we meet the needs of all learners.  At the beginning of each term we meet as a School Based Team (Admin, Teacher, Counsellor, LAT, Resource Teacher and First Nations Advocate) to discuss how the students in each class are doing and determine where students are in the Pyramid of Intervention and to use this information to plan support.  It is important to do this regularly, as the boundaries between the pyramid levels are fluid.

GRE Pyramid of Intervention for Support

2. We identify the needs of all learners through a series of data collection structures:

• Early Learning Profile (ELP)
  
• School wide writes (SWW) 
  
• PM Benchmarks
• Whole Class Reading  Assessment
  
• CSL performance standards (Report Cards)
  
• Staff obervations
  

3. We have in place a clear Flow Chart for seeking specialized support when identifying a student that is having difficulty.  

Glenrosa SBT Flowchart

Teachers also...

• Collaborate with their teaching partners in order to collaboratively solve problems of teaching and learning.
• Co-plan and co-teach lessons and units with members of the SBT team in order to differentiate instruction to meet individual student needs.
• Meet as a School Based Team on a bi-monthly basis to collaboratively address issues with vulnerable students..​

Link to more information about the Spirals of Inquiry

To see our progress through the Spirals of Inquiry go to 'Inquiry Process' on this site.