Prince George School District 57

1. Prince George School District 57 Framework for: Student-Centered Learning By: Terry Espejo

2. Student Centered Learning: Vision Statement To promote and foster student centered education, learning and instruction must be designed through the eyes of the child. That is, classroom and school activities, must serve the learner’s needs, intellectually, physically, emotionally, and socially within the context of 21st Century and Personalized Learning pedagogy. Thus, teaching must be holistic.

3. Mission Statement • To provide a learning environment that is safe, nurturing and meets the basic physical needs of the child. • To increase graduation and completion rates using a curricula that meets Provincial requirements. • To use best practices in lesson delivery, assessments for learning and meaningful reporting.

4. Mission Statement Continued • To envision how a student-centered educational program can be delivered, the context in which it will be operationalized must first be outlined. • The plan is not meant to be static, but be an agile guide to a journey of learning and discovery.

5. Mission Statement Continued • The following framework proposes six intersecting components. They are: • Learning Environment • Instruction • School and District Leadership • Aboriginal Education • District Context • Community Relations • All six components encompass student-centered learning. It can be viewed as a centrachical model of education.

6. Student-Centered Learning Framework 6. Community Relations Community partnerships with external Agencies, post-secondary institutions, CTC, UNBC, CNC, ITA PAC, DPAC • Learning Environment • Family Model – safe, sense of • belonging, nurturing. • Basic needs of child are met. • 21st Century / Personalized Learning • Focus on Numeracy, Literacy, • Relevant curriculum • For Regular, At Risk, Enrichment, • Aboriginal Education, • Special Education 5.District Context BC Education Plan Families of Schools Budget, Staffing, Curriculum, Rural Schools, Declining Enrolment, Collective Agreement, Recruitment Retention Student Teacher Education Assistants / Ab. Ed. Workers Vice- Principal Principal 4. Aboriginal Education Implementation of 5 Learning Foci Promote EFP courses, BCFN 12, Locally Developed Courses Shared Learning Resources New school to house Nusdeh Yoh To reflect Carrier tradition and architecture, Task Force Recommendations and Enhancement Agreement 2. Instruction District Achievement Contract Lesson Delivery / Assessments Teacher Evaluation, Development, Improved Classroom Practice equates to Academic Achievement, increased Literary, Numeracy, Technology Resulting in improved FSA and Provincial Exams results Graduation and completion Rates increases. 3. School / District Leadership Superintendent's Report Organizational Frameworks Role of School-Based Admin. Structural, Human Resources, Symbolic, School Governance and Shared Decision-Making Leadership Standards

7. Framework Analysis Center Component • Central features of this framework are the student, teacher, educational assistant, and school-based administrator(s). • Within this family model, it is the responsibility of the vice-principal and principal to ensure that the learning environment, in the classroom and school are conducive to student learning.

8. Framework Analysis Component # 1 • Component # 1 proposes the need for administrators to ensure that basic needs of students and school staff are met, i.e., safe, nurturing, and in this component…, • Vice-Principal(s) and Principal guide the implementation of a relevant curriculum that builds 21st Century Foundation Skills, literacy, numeracy, and encourage the use of technology in personalized student learning. • Within this framework, Component # 1 further emphasizes appropriate educational programming and placement of regular, at-risk, special needs, Aboriginal and gifted students.

9. Framework Analysis Component # 2. • This component suggests that instruction is a critical element of student-centered learning as outlined in the District Achievement Contract. • Under the District’s Achievement Contract, school governance is described as decentralized, where budget and curriculum decisions reside at the school. • Within this structure, it is understood that vice-principals and principals are responsible for student learning by ensuring that lesson delivery and assessments adhere to “best practice.” • In this context, the importance of Teacher Evaluation is highlighted so that areas of teacher growth can be aligned with professional growth plans to improve classroom practice. • Student learning and achievement can only be improved if research driven “best practise” becomes the norm and culture of the school

10. Framework Analysis Component # 3 • This component examines the role of school and District leadership in student-centered learning and achievement. • The Superintendent’s Report is an important piece in this framework because it provides a glimpse into student performance and can “facilitate [school] and District planning for student achievement.” • Included in this component is the need for Vice-principals and Principals to be cognizant of leadership standards, i.e., Moral Stewardship, Instructional Leadership, Organizational Capacity and Relationships as they relate to their roles in student-centered learning.

11. Framework Analysis Component # 3 Continued: • By understanding their roles and responsibilities, Vice-principals and Principal are more likely able to guide school efforts to address deficiencies in student achievement. • Linked to the need for administrators to be aware of their duties, is the awareness of their own leadership style in school decision making, i.e., structural, human resources, family or symbolic frames

12. Framework Analysis Component # 4 • Since the Aboriginal student population accounts for about 25 % of the District’s student population it is necessary that this growing segment of students be mentioned in this framework. • In order for District student achievement to improve, it is imperative that schools continue their efforts in addressing the needs of the Aboriginal learner

13. Framework Analysis Component # 4 Cont. • As such, schools need to maintain efforts to infuse the five learning foci outlined in the DAC, i.e., Culture and language, Elders and Indigenous Knowledge, Rediscovery and Traditional Knowledge, Restitution and Restorative Practice and Youth Leadership into core and exploratory subjects • And, since learning is more meaningful if curriculum is relevant, schools need to explore opportunities for introducing and weaving Aboriginal content into subject content from a constructivist perspective.

14. Framework Analysis Component # 4 • To support Aboriginal learners, courses that contain high levels of Aboriginal topics need to be offered at schools, for example, English First Peoples 10 - 12, BCFN 12, Locally Developed Carrier Sekani Course • To further support efforts in expanding Aboriginal curricular content, teachers need to be familiar with the Ministry Shared Learning Resource.

15. Framework Analysis Component # 4 • To ensure accountability and effective communication with the Aboriginal school community, report on the status of the Task Force Recommendations need to be ongoing. • The authoring of an Enhancement Agreement can be the guiding document for the District’s commitment to Aboriginal Education.

16. Framework Analysis Component # 5 • To promote and foster student-centered learning, it is necessary to examine how developments in the District can directly affect student achievement. • For example, budgetary constraints, along with declining enrolments, collective agreements, can influence District and school decisions on staffing and school organization;

17. Framework Analysis Component # 5 • Equally important, are Ministry initiatives that will chart the course for changes in education delivery, i.e., BC Education Plan that consists of Personalized Learning, Quality Teaching and Learning, Flexibility and Choice, High Standards, Learning Empowered by Technology. • How this initiative will change the face of schools in the near future will determine how student-centered learning will be demonstrated.

18. Framework Analysis Component # 6: • The final component in this framework emphasizes the need for schools to develop close links with the larger community. • For example, to meet student needs, partnerships need to be forged with external Ministries and agencies to access appropriate support and services, e.g., Ministry of Children and Families Development, Carrier Sekani Family Services, Prince George Native Friendship Center, Prince George Nechako Aboriginal Employment and Training Association, Carrier Sekani Tribal Council, University of Northern BC, College of New Caledonia

19. Framework Analysis Component # 6 continued • Of significant importance, also, is the need for schools to forged strong ties to business, training and regulatory agencies for the purposes of work experience placements, vocational and trades training, for example, Industry Training Authority, CTC. • Lastly, the role and importance of Parent Advisory Councils and District Parent Advisory Councils cannot be ignored in improving community relations and boosting public confidence in schools.