Vision to Goal Setting
What is our Vision for Learning?
Eastview School provides a safe and respectful environment. We foster the development of a community of responsible lifelong learners. At Eastview we want every student to:
- Feel safe
- Take responsibility for their learning and their behaviour
- Have a positive and helpful attitude
- Show respect for themselves, others and property
Eastview represents a community of learners engaging respectfully with an open mind and open heart.
To strengthen our community at Eastview.
To create culture inclusive of Indigenous worldviews.
- Develop a common understanding of an Indigeneous World View:
- Communicated through morning announcements, weekly community memo to parents, weekly staff memo.
- Embedding Indigenous World Views into inquiry based learning.
- Use of the First Peoples Principles of Learning.
- Use of circle to support problem solving and authentic dialogue:
- Many classes engage in a daily or weekly circle to honour thoughts, feelings, wishes and fears and to share ideas and strategies to foster positive relationships Â (gratitude stone, morning check-in’s, classroom meetings)
- Include place based learning in instruction to develop a relation with nature:
- Going outside into the forest to take our learning and inquiry into the open spaces
- Development of our garden clubÂ
- Develop relationships with our local Indigenous communities
- Learn our shared history through story:
- Building up our Indigenous library of resources and read aloud for classroom and student use.Â
To build staff-student relationships to foster a sense of belonging.
- Strategy building based on collaborative monthly themes:
- Supporting Self-Management & Self-Regulation
- Supporting Self-Awareness
- Supporting a ‘Sense of Belonging’
- Supporting Relationship Skills & Social Awareness
- Highlight and promote a sense of belonging visually throughout the school:
- Staff board (with quotes of Growth Mindset)
- Sense of Belonging Definition Wordle (as developed by students, staff and students)
- Inspirational Messages Staircase (“I am kind, I am important”)
- Staff engaging in Professional Development around Social Emotional Learning:
- Monthly movie screenings
- Everyday Anxiety Strategies for Educators (EASE Training)
- Standing item on our monthly staff meetings
- Social Emotional Learning Committee meetings on a regular basis to provide guidance and feedback related to school objective. Â
Planning & Implementation
What is our Action Plan?
September/ October– Communication of School Plan with Staff at Staff Meetings and Parents at PAC Meetings
November/ December– Continued implementation of strategies
January– Student Focus Group Discussion and Feedback
February/ March/ April – Continued implementation of strategies
May/June– Review and Reflection
Members Responsible for Eastview School Plan
Steering Committee– Eastview Elementary’s steering committee consists of Administrators, Teachers, and CUPE staff. The Steering Committee meets three times a year to provide guidance to the staff in regards to the next steps in implementation and review of the school plan.
Staff– All Eastview staff members have a role and responsibility for the creation, implementation, and review of the school plan. The plan is a standing item on each monthly staff meeting.
Parents– The school plan is communicated to all parents in a variety of ways. Parents have the opportunity to discuss the school plan at the monthly PAC meetings. On occasions, the PAC exec. is called upon to provide feedback and guidance to the school in relationship to the plan.
Students– Each year, a focus group of student representatives is brought together for a guided discussion regarding their thoughts, opinions, and suggestions related to the school plan.
Current Action Plan
- Objective: To create culture inclusive of Indigenous worldviews
Indigenous worldviews are included in the daily morning announcements, weekly community memos, and weekly staff memos.
A display of the Indigenous worldviews is posted in the staff room for staff to view and reflect on.
Increased focus on the three pathways for indigenous education (student, educators, community).
Each staff member has made a commitment to an action item related to the three pathways.
Objective: To build staff-student relationships to foster a sense of belonging.
- Collaborative development of monthly themes to guide and facilitate the movement towards an authentic sense of belonging for students, staff and families.
- Visual representation within the school hallways and stairways to foster a sense of belonging.
- Continued commitment towards building professional development for staff around Social Emotional Learning.
Monitor Evaluate & Adapt
What are our Indicators of Progress?
What have we achieved?
With ongoing reflection on our progress with our school plan, we endeavour to collect both qualitative and quantitative data. Below is important data and feedback regarding our progress thus far.
Staff Reflection on Indigenous Education
Eastview Staff completed a survey reflecting on their progress related to indigenous education.
The results below shows significant growth and learning for our staff as we continue to work towards the Action/ Advocacy domain.
All staff members complete the following document each year as a focus to the three pathways.
Student Focus Group Feedback
A small group of students from grades 3 to 7 were brought together back in January for a discussion related to our school plan. Their thoughtful comments and suggestions provided us with invaluable feedback. Below is a sampling of their thoughts.
What makes Eastview a wonderful school?
“Lots of people you can make friends with”
“Staff here are really nice”
“it is safe”
“if there is a new kid, everyone wants to be friends with them so they arenât going to be lonely”
What are we doing well to include the teaching of Indigenous people?
“we do the Coast Salish anthem along with O Canada”
“We have the traditional acknowledgement at our assemblies”
“We read lots of books about first nations”
“We reflect on our thinking”
“We use Circles in class”
What else could we be doing? What are you curious about?
“Would be nice to have Indigenous people come and teach us games”
Developing a Sense of Belonging
On reflection with staff, students, and parents; there is a common understanding that we all desire a sense of belonging in our school community. Through discussions, the following Word Art captures what we value in terms of our “sense of belonging”.
How do we Communicate our Progress?
Eastview Elementary’s school plan is an ongoing, evolving process that relies on reciprocal relationship between staff, students, parents and the community.
How Do We Communicate Our Progress?
- Our school website
- Community Memo
- “Week At A Glance” staff memo
- Monthly presentations at the PAC meetings
- Morning announcements
- Classroom blogs or weekly news blasts
- Informal/impromptu “classroom door” discussions
- Partners for Inclusive Education (PIE)
- School Assemblies
- Student Family Teacher (STF) Conferences
Latest Progress & Updates
Progress Update: July 2nd, 2020
Due to the suspension of in-class instruction and the subsequent shift to blended learning opportunities, there were limited opportunities to work on our objectives as outlined in our plan. Eastview school had to be more innovative in its approach with its focus on the Indigenous Worldviews and developing staff-student relationships to foster a sense of belonging.
During remote and blended learning, Eastview staff:
1) promoted a strong connection to outdoor learning and place (examples: art opportunities, forest math, photography, etc.)
2) continued a focus on a weekly Indigenous worldview (communicated through morning show and community memo)
3) referenced First Peoples Principles of Learning in lessons and blogs (learning takes patience and time)
4) focused on ensuring the social-emotional well -being of staff, students, and families remotely and upon return to school (examples: SEL committee providing guidance, SOAR- positive reminder for physical distancing, clear safety protocols developed, etc.)
5) adhered to guidelines for connecting with students on a regular basis using a new technology platform (MS Teams)
6) utilized innovative ways for teaching and remote learning (examples: project-based, inquiry-based, exploratory play, etc.)
7) maintained whole-school activities in new ways that included community involvement (examples: sports day, talent show, whole school dance,Â library train, Grade Seven event, etc.)
8) partnered with parents and collaborated with all stakeholders to drive student momentum and connection to remote learning
9) fostered a school-wide sense of community through its commitment to our elder friends (examples: Cedarview heart banner)