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Safe, purposeful, and powerful learning environments include important STRUCTURES which enhance core competency development, while also enhancing important protective factors and reducing known risk factors for children. We will continue to explore outdoor learning spaces, flexible settings, pro-social groupings, and flexible scheduling for students and teachers. ‘Collaborative Models of Support’ will bring teachers together for purposeful dialogue using data to plan invisible interventions within the classroom.
Current Structures at MQE
Raven Values
Staff have worked together to create a structure for a sense of belonging. This now will become a framework for assemblies and common language to generate a culture of belonging and identification.
Teacher Collaboration & Collaborative Models of Support
Teacher collaboration is a structure that improves the capacity of staff to develop the instructional skills to teach student Creative and Critical Thinking skills. Teacher teams are deeply established at Mamquam who meet regularly and co-plan units and lessons.
Funds are set aside for support for collaboration dinners & for TOC release for ILT and co-collab in school.
Classes organized for increased teacher and student collaboration. All classes have a partner class or two at the same grade level. This creates natural groupings for co-planning, co-teaching and co-assessing.
Our current model of CMOS though tof class mapping process is working well to meet the student and teacher needs in the classroom. This is bringing in several common instructional strategies. & practices.
Student Leadership
Students and Teacher Leaders collaboratively plan and organize school wide events. Some of the leadership opportunities available to our students are We Scare Hunger, Community Christmas Care, Spirit Days, Assembly Crew, Pink It Forward, Bike to School Week, Personal Choice Clubs.
We are seeing an uptick in student led initiatives. For example Cosmic Book club, Robotics Club, Soccer league, and now have a team of students planning for a Gaga Ball pit.
NEW Structures to support our plan
PBiS (Positive Behaviour Interventions and Supports)
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day.
Setting up a PBIS structure for MQE will help students be able to reflect on their own behaviour in accordance to the community -minded expectations of others in the building.
If Students know what to expect from each other and can visually access these expecatations, then they will feel more comforitable meeting them.
Family Groupings
Family Groups. Family groups are multiage (K-6) groups of students
that meet on a semi-regular basis around a task or challenge. In the
past, we have used Family Groups when we developed our learning
around or World Ocean’s Day events.
For the 2019/2020 school year, we used our Family Groups as a
structure when we envisioned what our school would look like, sound
like and feel like if we lived our Shared Values.
Staff have indicated that they would like to bring back this structure to
support the continued shared responsibility around sense of belonging.
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