Vision to Goal Setting
What is our Vision for Learning?
Argyle provides students opportunities to learn and grow by fostering resilience, building self-efficacy, and developing critical and creative thinking. As a vibrant, flexible, and connected learning community, we prepare students to become respectful and collaborative citizens who are stewards of the land and its people.
From Vision to Goal Setting
The School Planning Committee is made up of representatives from the teaching staff, support staff, parent community, student community, and administration.
Goals for 2021-2022 were determined in June 2021 and shared with staff. In the fall these goals were shared with the school community and reviewed regularly throughout the year with staff. The Argyle school planning committee met in the winter and spring to gather evidence on progress towards each goal and objective and to determine any areas that may need more attention. Argyle teacher leaders and admin met more frequently to revisit and take action towards achieving these goals.
This year was the first full year in the new school building. The pandemic was still in full swing and we had our third change to the timetable in three years moving to a semester system with two long blocks per day. With the easing of pandemic restrictions in the latter part of the year saw a return of many cherished activities, performances and yearend celebrations.
We are in the process of setting goals for the 2022-2023 school year.
Planning & Implementation
What is our Action Plan?
Argyle has 3 school goals for 2021-2022:
Objective: Explicitly teach and model collaboration and collaborative communication skills.
- Define collaboration. State benefits of it & brainstorm why people collaborate.
- Survey staff on how they approach collaboration including communication skills, and conflict resolution and decision-making processes.
- Give students time and opportunities within an activity to have students focus on developing a skill:
- Teacher chooses a skill within: Communication / Problem-solving / Conflict resolution / Decision-making /Reflection / Trust building / Leadership.
- Active listening skills such as listening to all voices, paraphrasing/summarizing.
- Design, or have students design, protocols for handling conflict disagreement or tension within a team.
- Learning to ask open vs closed questions.
- Build a collaboration skills framework that defines the collaboration skills taught at each grade level using the ones currently taught in grade 8 as a starting point.
Objective: Record and share examples of students and staff engaged in collaboration.
- Name, nurture, and report what effective collaboration looks like between staff, between students and staff, and between students.
- Provide time to analyze and reflect upon the collaborative process after an activity. (e.g.: what worked, what didn’t, moving forward we would change…)
- Expand understanding, through examples, that collaboration is not just product oriented (e.g.: group projects) but is also a valuable tool for developing shared or new understandings, diving deeper into.
- promote NVTA mentorship program; consider pairing new staff with seasoned staff.
- engaging in pro-d, and collaborative projects
- sharing examples at staff meetings with a focus on skill taught.
- Students: self-reflection after collaborating.
- Increase visibility of opportunities to collaborate outside the classroom.
- Club board, volunteer board, posters, announcements (PA & digital displays), website/social media
- Consider adding a club liaison position, bulletin board/display TV ‘masters’.
Objective: Improve staff and students’ awareness and understanding of mental health & resiliency.
- Create a mental health framework (scope & sequence) that defines what is taught and in which classes at each grade level.
- Create and deliver lessons to support the framework.
- Stress management focus, positive coping strategies, good vs bad stress, accessing help, resiliency.
- Define sound mental health, resilience, mental illness, mental health problem, mental distress, stress (good, bad, toxic).
- Name, nurture, and share out examples of practicing mental health hygiene.
- Staff: pro-d, mental health 101 to develop common language, embedding mental health hygiene in classes, importance of connection and examples of how to do this in and outside the classroom.
- Staff wellness focus: Friday morning chats, Wednesday walks, clubs such as fitness/run, mentorship
- Wellness committee and social committee connection
- Student club possibilities: yoga/meditation, stress management talks, mental health
Objective: Improve students’ ability to use digital tools effectively in supporting their identity as a learner.
- Create an inventory of digital literacy skills and applications students need to be successful at school.
- Using inventory create a plan of when skills/applications will be taught and in which class.
- Create & implement lessons to build off digital literacy 8 course.
- Use student leaders as well as teaching staff to implement lessons.
Objective: Develop students’ time management and organizational skills
- Have grade 11 or 12 students reflect on and share organizational and time management strategies and tips with grade 9 students.
- Expose students to organizational & time management systems in their classes such as:
- apps, paper-based agendas, online agendas, to do lists, Kan-Ban boards, Trello.
- binders vs notebooks vs online systems
- routines to promote organization.
- strategies for computer file organization
- have staff share strategies with students that they use or have tried and why it works or didn’t work for them.
- provide students with opportunities to reflect on their organizational & time management system.
- Explore Sarah Ward’s Executive functioning materials
- Share articles or share/record presentations with parents on these topics being taught at school.
Objective: Instill a culture of learning that incorporates challenge, growth, curiosity and confidence.
- Provide students with options for what topic they learn and how they share their learning.
- Provide opportunities for older students to share information & experience in senior level courses to junior students.
- Provide opportunities for students to reflect on their growth in the core competencies throughout the year. Post core competency posters in all learning spaces.
- Continue to provide individualized feedback and opportunities for students to improve that sparks further learning.
- Explore expanding Advanced Placement course offerings.
Objective: Enhance students’ & staff’s sense of belonging and the community culture at Argyle by offering and encouraging participation in extra-curricular activities.
- Continue to offer a wide range of student and staff clubs and explore opportunities to expand offerings.
- Enhance visibility of extracurricular offerings.
Strategic Action Plan
Monitor Evaluate & Adapt
What are our Indicators of Progress?
Throughout the year we will collect evidence of our growth qualitatively and quantitatively. Our goals, objectives and strategies are monitored and evaluated on an ongoing basis. Examples of evidence may include:
- Photographic evidence
- Student voice (eg: student focus groups)
- Survey Data (eg: Ministry Student Learning data)
- Information from classroom teachers and support staff
- Collaborative learning spaces, breakout spaces, and flex spaces used on a regular basis both during and outside of class time.
- Collaborative skills framework created.
- Students can identify collaboration skills, situations when collaborating is beneficial, and examples of collaboration.
- Staff can articulate and have strategies to teach collaboration and communication skills.
- Participation rates of students in school clubs and teams increases.
- Student can communicate where to find information on extracurricular opportunities.
- Staff are collaborating on an ongoing basis.
- Continued use of MS Teams to enhance collaboration.
- More opportunities for students to self-reflect on the core competencies.
- Students have adopted an organizational system that works for them.
- Demonstrated growth mindset in classrooms.
- Opportunities for staff and student to learn more about wellness and self-care.
- Finalize digital literacy and mental health literacy frameworks for 8-12.
- CASEL framework is known and valued by staff. Shift from awareness to teaching skills in class.
- First Peoples Principles of Learning are embedded and nurtured throughout year.
- Familiar with and have strategies to teach executive functioning skills.
- Students can make connections across and within subject areas.
- Students accessing support during tutorial time to build confidence, grow, and challenge themselves.
- High completion rate of the summative self-assessment of the core competencies
- Students apply and incorporate feedback from formative assessment.
- Staff providing choice and opportunities for extensions to learning.
- More students opting to write AP exams.
- Continue using MS Teams to support extracurricular activities (eg: Club and Athletics Teams)
- Self assessment of core competency posters visible throughout school.