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Lynn Valley Elementary

Vision to Goal Setting

What is our Vision for Learning?


The Visions and Values that underpin this school plan reflect the collaborative planning of Lynn Valley students, staff, and parents. They reflect our fundamental beliefs and hopes and serve as our commitment to each other as we strive together to become our best selves. The vision and values of our community are revisited annually and tend to stay the same over a period of years.

Our Vision

Lynn Valley Elementary is a vibrant learning community where everyone feels a sense of belonging, diversity is honoured, and individuals are valued for their unique gifts and strengths.


  • Kindness
  • Respect
  • Inclusion

Our Process: Engagement and Learning

The school goal is updated or revised annually to reflect the timely needs and interests of the school community. It contains specific objectives, strategies and progress indicators that help to narrow our target and measure our growth. The goal is developed through consultation with community stakeholders and further developed by the School Planning Council, which is open for membership to all.

School Planning Team

Lynn Valley’s School Planning Team represents the voice of all of Lynn Valley’s educational stakeholders and makes recommendations to guide our actions. It is a voluntary team who also provides leadership in the school planning process. The team currently includes:

School Planning Team

Susan Teegen, Principal   Deanna Sherrill, Vice Principal
Lynsey MacDonald, Teacher
Maggie Owen, Teacher
Tony Haller, Teacher

Kate Montgomerie, Teacher   

Essential Question:

How do we build connectedness?

During the 2022-2023 year we will be focusing on connection.

First Peoples Principles of Learning:

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Our Goal

To develop universal learning opportunities that purposely deepen student thinking and connection by:

  • Providing access points for all learners to be successful, and
  • Intentionally teaching, modelling and practicing social, emotional learning skills (CASEL)
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Planning & Implementation

What is our Action Plan?


Providing access points for all learners to be successful. Resulting in increased student engagement and students feeling connected and a sense of belonging at school.


  • Universal Design for Learning

  • Making Thinking Visible

  • Thinking Dispositions

  • Annual Instructional Planning

  • Goal Setting

  • Universal Backwards Design

  • Modelling

  • Inquiry (ex. structured, controlled, guided and open)

  • teaching to diversity checklist

  • collaboration – teachers and students

  • multi-age groupings/activities

  • Roger Harts: Ladder of Engagement

  • Various modes of instruction: Visual, Auditory, Kinesthetic, Reading/Writing learners

  • Learning through example; modelling

Intentionally teaching, modelling and practicing social, emotional learning skills (CASEL)


Teach CASEL and Core Competencies using the Squamish Animal:

  • Self Awareness: Orca (Social Responsibility)
  • Self-Management/ Growth Mindset: Raven (Creative Thinking) & Mink (Critical Thinker)
  • Social Awareness: Beaver (Personal Awareness & Responsibility)
  • Relationships Skills: Wolf (communicator)
  • Responsible Decision-Making: Bear (Personal Awareness & Responsibility)

Kindergarten to Grade 7: Teach Second Step Lessons and Grades 6/7 focus on leadership skills

Independent transference of learning to in the moment/learning opportunities; making connections to real life situations

Literature connections

First Peoples Principles of Learning

Multi-age groupings

Trauma Informed Practice

Classroom Daily Greetings (1:1 at the front entrance of classroom)

community circle to support communication skills and build relationships

class meetings in support of problem solving

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Monitor Evaluate & Adapt

What are our Indicators of Progress?

Progress Indicators for Objective 1

  • New assessment language
  • Formative check-ins and dialogue with students
  • students authentically integrate use of visible thinking strategies in their own learning
  • Self Assessment of the Core Competencies
  • Self-reflection (individual, multi-age group & whole class reflection) 

Progress Indicators for Objective 2

  • improved interpersonal relationships/connections
  • student understanding and application of SEL language
  • reduced student conflict
  • increased sense of belonging (self-reflection, journaling)
  • increased student-led initiatives and voice
  • check-ins

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Communicating Progress

How do we Communicate our Progress?

Collaboration and Communication

September: Sharing Out Core Values

November: Remembrance Day

February: Pink Shirt Day

April: Day of Pink & Earth Day

June: Year End Assembly

  • Teacher representative at each PAC meeting sharing teacher/school news and requests
  • PAC – events aligned to supplement “connectedness”

Alphabet Alliance 

Students have opportunities throughout the year to self-assess and describe who they are as learners, document their progress, and share their accomplishments. Through this ongoing process, students develop their ability to reflect, set goals, identify their strengths and areas for improvement, and gain greater responsibility and ownership of and for their learning. Self-assessment  and reflection of the Core Competencies brings together learning in a way that profiles the uniqueness and individuality of each learner.

In late May/early June, students post their core competencies for the year on the Portal. We encourage families to review the self-assessment with their student, focusing on their accomplishments and future goals.

Window into the Week on Microsoft Teams

Weekly Updates from Lynn Valley Elementary

Foundational Resources:

BC Ministry of Education Curriculum

First Peoples Principles of Learning (FNESC)

BC Core Competencies

Connecting Core Competencies with First Peoples Principles of Learning, NVSD Indigenous Ed Team

CASEL Framework, Collaborative for Academic, Social and Emotional Learning

Second Step Elementary Program

Zones of Regulation,

Greene, Ross. Lost At School. Toronto: Scribner, 2008.

Ritchhart, R. & Church, M. Making Thinking Visible. Hoboken: Jossey-Bass, 2020.

Collaborative Problem Solving Model

Community Feedback

School plan updates are shared as a standing item at all PAC meetings. The school is always interested in feedback and would welcome hearing from you! Please email your thoughts regarding our plan to:

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Latest Progress & Updates

National Indigenous Peoples Day

Lynn Valley was honoured to celebrate National Indigenous Peoples Day on June 21. We were joined by Tchilaqs7chila (Gord Dick) - North Vancouver School District Indigenous Support Worker - to help us celebrate the importance of this day. At Lynn Valley we believe in creating a learning community that is inclusive and where all members are celebrated and belong.