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Glenrosa Elementary
Home of the Grizzlies!
Our Learning Story
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GRIZZLY VOICE - one example of a student-led activity that makes GRE A GREat Place To Be!

Our K-6 Leadership Group – which we call The Grizzly Voice – provides an opportunity for the student voice to be heard as this is an essential component of a healthy learning community.  Providing students with leadership and participation opportunities contributes to the ownership and responsibility students feel for our school. 

Each class sends one representative to our meetings which take place 3-4 times each year.  The younger students are supported by our Grizzly Voice Execuative Leaders from our grade 5/6 classes who are voted in by their classmates to assist with a variety of events throughout the year such as promoting our Grizzly Spirit Days each month as well as participating in our Early Learning For Families evening.

The participants also have insightful comments which we continue to build upon and they create plans for improvement and celebration – our meetings are always very informative and we discuss which suggestions might work and which ones may not. 

 

HISTORY OF GLENROSA ELEMENTARY SCHOOL:

The Glenrosa Elementary School became a necessity due to the population growth in the Glenrosa area. The children of this area were attending Westbank Elementary which was 'bursting at the seams'. Glenrosa Elementary began construction in 1974 on Webber Road. The completion date was tentatively set for March 1974 but this was not achieved. During the time of construction of this school the Glenrosa school population shared facilities with Westbank Elementary. Glenrosa students were able to share the classrooms and portables by being on 'shift'. Although the students shared all the facilities, they had their own principal, D.W. (Dan) Armstrong.

The school was constructed with large brick blocks and consisted of sixteen classrooms, a gym and a library. The school was built in two phases. When first occupied, it was an eight-room school with a gymnasium, a library and two portables. This phase opened in the spring of 1975.

In 1976, an additional eight rooms were added. As this new addition took shape, 250 young students attended classes in the original eight classrooms and made good use of the available playground. The population of this school doubled when the sixteen rooms came into full operation. Later, it was necessary to add two more portables to accommodate the still growing student population.

In 1977-78 Glenrosa students shared one classroom and three portables, with the future Webber Road Elementary School students and their principal, Stu Dale, while their school was under construction.

The Grade seven students remained part of this school until September of 1999 when they were assigned to Glenrosa Middle School.

Mr. Dan Armstrong remained principal at Glenrosa Elementary until 1982. He was followed by Roy Gunn, Doug Green, Merv Reynolds, Gordon Greffen, Dennis Tetreau, Brenda Leimert, Robert Tucker and currently Donna Stathers.

 At present, the school has 240 students, 16 teachers, 3 itinerant teachers and 10 support staff.

Glenrosa Elementary, Helen Gorman Elementary and Glenrosa Middle proudly serve the children of the Glenrosa area.

 
SPIRALS OF INQUIRY:
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 that engaged in the inquiry process for the first time, most of the 2016-2017 school year, was the teaching staff participating in conversations at our monthly staff meetings to discuss what each stage is and how this applies to our students in our buiding.  We began by asking ourselves the question, "What is going on for our learners?" and then we asked two 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?

At subsequent meetings, we shared the student responses, which affirmed our belief that building relationships is key to student success. We then read, reflected and reviewed our responses to all of the other stages.  Later in the year, we also checked in with two other students and compared the students responses from the first time that we engaged in this activity.  We also recognized and affirmed that students need to be aware of and be active participants in their learning journey in order for them to be successful.

Next year, we will continue our journey of inquiry and we also hope to connect with our parents in our inquiry as they are key partners in their child's success.

COLLABORATION AND INQUIRY:
Please go to the 'next tab' (OUR INQUIRY PROCESS) to hear about the different activities that GRE teachers have been participating in as collaborative projects throughout this year.
 
SCHOOL ACTION PLAN (September 2015 - June 2019):
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