Learning environments enable the acquisition of 21st C competencies.

Description - Goal Four pertains to the physical environment, infrastructure, and culture in RVS. Its purpose is to draw attention to the learning environments where we lead, work, learn, enhance learning, and maximize the efficient use of time and resources. Through Outcome 1 we envision a jurisdiction where learning and operational technologies are integrated, accessible through a wide range of devices, and provide real-time historical feedback and data to users. As expressed in Outcome 2, once achieved these will optimize the collection and value of information to support personal and organizational improvements and efficiency. Outcome 3 focuses on the manner and nature of learning for all stakeholders in RVS. Its purpose is to ensure we continue to build a culture that learns, unlearns and relearns. Outcome 4 brings focus to the critical nature of 21st Century transformational leadership of all learners – students, staff, parents and the community.

4.1 Learners use digital technologies to enhance learning.

  1. (RVS) Percentage of staff that use digital technology as an instructional tool.
  2. (RVS) Percentage of staff and students who agree they have access to digital technology at school.
  3. (RVS) Percentage of parents and students who agree teachers use digital technology to actively engage students.

Strategies: (Year One = Implementation 2011/12; Year Two = Implementation 2012/13)

  • Year One (Action Plan) - Provide seed funding for innovative 21st C technology projects.
  • Year One (Action Plan) - Adopt and implement ISTE Net standards for administrators and teachers.
  • Year One (Action Plan) - Adopt and implement ISTE Net standards for students.
  • Year Two - Create and provide professional learning on the use of digital resources for improving learning, with the aim of expanding the number of 21st C leads per school.
  • Year Two - Transition all Grade 5-12 students to a one-to-one format, through both personal and jurisdictional devices.

 

4.2 Accelerate innovation, research, and organizational development to achieve operational efficiencies.

  1. (RVS) Percentage of staff that agree available resources stimulate innovation.
  2. (RVS) Percentage of staff that agree Education Centre departments effectively support schools in building 21st Century learning environments.
  3. (RVS) Number of research projects completed within or in partnership with RVS.
  4. (RVS) Amount of grant dollars obtained by RVS staff.

Strategies: (Year One = Implementation 2011/12; Year Two = Implementation 2012/13)

  • Year One (Action Plan) - Develop a corporate grant application strategy, linking to key outcomes in RVS’ Three Year Plan.
  • Year One (Action Plan Development / Action Plan Technical) - Develop a system-wide, balanced, and integrated student information system that supports instant diagnostics of individual student achievement, as well as aggregated data at the classroom, school, and jurisdictional levels.
  • Year One (Action Plan) - Foster RVS as a research organization, ensuring innovative projects focus on action research as key stimulants to research and innovation.
  • Year One (Action Plan) - Host RVS research symposium to highlight and share research conducted in RVS.
  • Year Two - Undertake a review of business practices to identify operational efficiencies.

 

4.3 Learning is generative, responsive, and multi-dimensional.

  1. (RVS) Percentage of staff that aligns their individual professional growth plans to RVS’ Three Year Plan.
  2. (RVS) Percentage of staff that believes their Community of Practice aligns to RVS’ Three Year Plan.
  3. (RVS) Percentage of staff that believes professional learning has positively impacted their instructional effectiveness and student learning outcomes.
  4. (RVS) Percentage of staff that have completed online professional learning opportunities.

Strategies: (Year One = Implementation 2011/12; Year Two = Implementation 2012/13)

  • Year One (Action Plan) - Create standards for RVS’ professional learning plan for all members of the learning community.
  • Year One (Action Plan) - Create professional learning opportunities that are multi-modal.
  • Year One (Action Plan) - Meet with sponsoring education faculties to review student teacher cohort outcomes with the objective of identifying program improvements.

 

4.4 Leadership capacity is built across the jurisdiction.

  1. (AE) Overall percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years.
  2. (RVS) Percentage of staff and students who agree they have had an opportunity to influence leadership at their site/school/the jurisdiction.
  3. (RVS) Percentage of staff retained five or more years after beginning their employment with RVS.

Strategies: (Year One = Implementation 2011/12; Year Two = Implementation 2012/13)

  • Year One (Action Plan) - Define a process for generative governance in RVS.
  • Year One (Action Plan) - Clarify the criteria, procedures, and selection process for the Assistant Principal Pool.
  • Year One (Action Plan) - Develop a formal principal mentorship program to support leadership within the jurisdiction.
  • Year One (Action Plan) - Continue to implement Covey's training programs.
  • Year Two - Launch a jurisdictional student leadership program.
Document Actions