Priority Areas

Goal One: Learners have their individual needs met.

  • Invest strategically in wrap around services for all students.
  • Improve services for student with complex needs.
  • Improve services for students with social emotional needs.

The reconfiguration of regional supports, Alberta Education’s ‘inclusion’ agenda, and an increasing number of students with exceptional needs continue to place heavy demands on classroom teachers across the system. Many school administrators identified a need for increased access to ‘ground level’ services provided by Child Development Advisors, Family School Liaisons, Counsellors, Psychologists, Speech Pathologists, etc.

Goal Two: Learners are self-directed, innovative, ecologically intelligent and entrepreneurial.

  • Build information repositories around 21st C competencies and effective instructional practices to enhance self-directed learning.
  • Increase emphasis on the implementation of Policy HK, Assessment and Communication of Student Learning, to support students’ self-directed learning through balanced assessment practices, augmented with student involvement in assessment methods.

Implementation of the action agendas will require both staff and students to continue to build 21st C competencies through self-directed learning. A recent review of the implementation of Policy HK revealed many schools have yet to fully embrace the new assessment practices.

Goal Three: Instructional design challenges and engages each learner.

  • Identify and build capacity of school-based Universal Learning Environment Coaches, by redefining the role of RVS’ 21st C Learning Support Coaches and School-Based Coaches.

School administrators deemed building teacher capacity around the creation of Universal Learning Environments as paramount for educators to successfully personalize learning for every student. Currently a wide number of coaches, with specific expertise in areas such as inquiry-based learning, action research, digital technologies, etc., are needed, yet not available at each school site. Suggestions to re-vision RVS’ coaching model were threaded throughout the feedback received.

Goal Four: Learning environments enable the acquisition of 21st C competencies.

  • Optimize RVS’ student information system.
  • Continue to support implementation of one-to-one learning environments.

School and system administrators expressed their ongoing commitment to preserving RVS’ pursuit of providing ubiquitous access in its classrooms, as well as ensuring teacher laptops are renewed. The continued rollout of technological tools, such as PowerSchool (RVS’ Student Information System), also were deemed a priority in ensuring schools have the tools to transform their teaching practices.

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