Professional Learning

The importance of informed action: 

New professional learning is...

• directly linked to the focus

• motivated by, and connected to, changing the experience of the learners

• exploratory: testing new approaches to see if they could be better than previous practices

• tailored to our unique setting

Our data suggests that while many effective practices are happening in classrooms, students are not yet experiencing the learning process in a consistent or explicit way across the school.

We see this in areas such as goal setting, reviewing learning, and understanding how to improve their learning—where a significant number of students report “sometimes,” “rarely,” or “don’t know.”

This points us toward the need to slow down, build shared language, and make the learning process more visible and intentional for all students.

Students aren’t consistently experiencing the learning process

This is the clearest supporting cluster.

Goal setting is inconsistent

• • Only 22% set goals most/all of the time

Reviewing learning is inconsistent

• • Only 26% experience lesson review regularly

Learning how to learn is unclear

• • ~31% say they are taught how to improve their learning “most of the time”

  • BUT 43% say only sometimes or less

  • And 18% don’t even know

A significant number of students are not consistently aware of or experiencing the learning process itself.

How This Justifies our Professional Learning Plan

Our plan prioritizes:

• Inquiry as a stance

• SRL as adult learning

• Indigenous Ways of Being

• Collaborative inquiry structures
  
  

The data shows that improving student outcomes requires changes in adult practice, not just student effort

Our data suggests that the variability in student experience is mirrored by variability in instructional approaches. Therefore, our focus is on building a shared understanding of learning through professional inquiry, so that all students experience consistent, intentional support for self-regulation and deep thinking.