STORIES AND REFLECTIONS

Kiki Stefanidis from CHCI shares her reflections on the importance of being responsive to students' needs and going slow. She shares about how she worked alongside an itinerant coach throughout the year.

HHSS's Terry Ng shares his reflections on using concrete materials and visual representations to help create entry points for grade 10 students learning about quadratics. He shares how working alongside colleagues in a supportive department has impacted his learning.

EDSS teacher, Barb Gaudet, shares the value she places on community: within her classroom and across a system when educators share openly about what they are trying. She notes changes to her practice, including the use of Thinking Classroom approaches and incorporating coding into grade 9 science.

Cheryl Martin from CHCI reflects on how being open to continuous learning is important for educators. She shares about adapting her instruction to encourage more movement and collaboration, especially after observing students engaging in learning in an itinerant coach's classroom.

Travis Wiart, a French and music teacher, reflects on how he has shifted his practice to ensure that students are more actively engaged. He shares how he has reflected on observations and made adjustments to ensure that each student can gain access to the learning.

GPSS teacher, Michelle Pauze, describes working with an itinerant coach and adapting her process of doing inquiry learning with students. She emphasizes the importance of creating a space where changing thinking is accepted and expected.

Kayla Jakobsson, a science teacher at KCI, shares about her experience co-planning and co-teaching with an itinerant at the end of the first semester. The experience, and a professional learning experience she had, re-energized her to approach the second semester differently.