Vision to Goal Setting
What is our Vision for Learning?
Education at Queensbury provides all children an equal opportunity to acquire the knowledge, skills and attributes needed to maximize their potential in intellectual, social and physical development.
At Queensbury we believe:
- In making everyone feel welcome
- Everyone matters
- Every child should have the opportunity to succeed
- In self-awareness and self-management
- In collaborating with parents and community partners for the success of all learners
We are fortunate to live in a beautiful part of the world where Queensbury Elementary is tucked into a forested area on the North Shore mountains. Our 300 students and staff are supported by a wonderful, well established community of parents and neighbours. When you enter Queensbury, we want you to immediately feel welcome.
Queensbury’s Core Leadership Team represents representatives from all areas of the school. makes recommendations to guide our actions. It is a voluntary team who also provides leadership in the school planning process.
The team currently includes:
- Kelly La Roue- Principal
- Cheryl Ham- Vice Principal
- Heather Duncan- Intermediate Teacher
- Judy Galpin- Primary Teacher
- Colleen Murphy- Music Teacher / Primary Teacher
- Christina Olson- CUPE
Planning & Implementation
What is our Action Plan?
To enhance a sense of belonging for students, staff and parents within our school community.
- foster engagement in learning and school activities
- strengthen relationships and continue to build a culture of teamwork and collaboration
- practice inclusivity and attend to classroom and school climate
Strategies for Goal #1
- Engagement: family groups, buddy class activities, school musicals, dance assemblies, Hallowe’en parade, Terry Fox Run, team sports, Mindful Monday’s at the park, Literacy Week
- Relationships: PAC events (Welcome Back BBQ, Movie night, Book Fair, Spring Fair) family groupings, buddy classes, Roots of Empathy, Tea and Talk, Peer Leaders, reading buddies, playground pals, student of the week, monthly staff connection events,
- Inclusivity: sports day, intermediate STEM activities, whole school musicals, âpush in supportâ for learning support, implement First Peopleâs Principles of Learning
Implement a common school-wide approach toward teaching social-emotional skills
- Educate all staff including support staff and itinerant
Implement Second Step program K-7
Strategies for Goal #2
- Create a team to develop a plan of action for teaching goal setting
- Taking part of in the FOS pilot for new reporting system that focuses on the individual and personal
- Commit to using SEL activities in family grouping activities throughout the year
- Focus on building library resources
- Monthly standing item on staff meeting and weekly EA meeting
- Include non-enrolling and CUPE staff in classroom Second Step lessons
Monitor Evaluate & Adapt
What are our Indicators of Progress?
Some indicators include the following:
Middle Years Development Index
The MDI was conducted in November 2017 with Grade 4 and 7 students. The MDI states that strong and supportive social connections play an important role in childrenâs healthy development. Close relationships and a sense of belonging with adults and peers at home, in school, and in the community, can promote positive mental health and minimize risks that may be present in childrenâs lives. Queensburyâs MDI Data from both Grade 4 and 7 students show that we do well in building connections / sense of belonging but there is room for growth. According to the Grade 4 data, 67% of the Grade 4âs feel a high connectedness with adults at the school. However, there are 33% of Grade 4âs who feel a medium or low connectedness with adults at Queensbury. When you look at connectedness with peers, 59% of Grade 4âs feel like they have a high peer belonging, so that means 41% fall in the medium/low range.
Another area measured by the MDI is School Experiences. As stated Children’s school experiences are important for their personal well-being and academic success. When children have positive experiences at school they are more likely to believe they have a valued role in the school, feel more engaged in class and achieve higher academic performance. Understanding childrenâs school experiences improves our ability to cultivate school environments that are safe, caring, and supportive. The MDI asked questions about School Belonging. 78% of the Grade 4âs had a high School belonging, so 22% of Grade 4âs felt a medium/low sense of belonging to the school.
How do we Communicate our Progress?
Staff will be informed and kept up to date at Staff Meetings, as well as through staff email and our Week at a Glance.Â
For the School Community
The Queensbury community will be kept up to date through our PAC meetings, parent newsletters, our school website, and through the Vibrant learning website.Â