Instructional design challenges and engages each learner.

Description - Goal Three speaks to the importance of instructional design and practice. Outcome 1 defines that RVS will provide multiple learning pathways, empowering all learners regardless of where and when learning transpires. Outcome 2 highlights the need to purposefully design instruction that incorporates the tenets of RVS’ Learning Model so that all learners are engaged through a variety of strategies, settings, and formats. Outcome 3 requires that instructional design and practice transcends the classroom and encompasses 21st C competencies, enabling learning to be authentic, in-depth, and in an area of student interest. Outcome 4 is designed to inspire learners to go beyond the learning environment to construct and deepen their knowledge and understanding.

3.1 Learning occurs any time, any place, any path, any pace.

  1. (AE) Overall teacher, parent and student satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology, and health and physical education.
  2. (RVS) Percentage of staff, parents, and students who agree student learning is extended beyond the regular school day through their teacher’s use of digital resources.
  3. (RVS) The number of online courses completed by Grade 4-12 students.
  4. (RVS) Percentage of staff, parents and students who agree students have access to multiple learning pathways.
  5. (RVS) Percentage of students in Grades 1-9 whose year-end assessment by teachers indicates they are above grade standards in Language Arts and Math.

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

  • Year One (Action Plan) - Establish jurisdictional standards for teachers’ digital presence to enhance learning, accessibility, and communication.
  • Year One (Action Plan) - Increase access to high school programming by promoting alternate delivery models.
  • Year One (Action Plan Missing) - Increase access to middle school programming by promoting alternate delivery models.
  • Year Two - Research, identify, and promote instructional practices and tools to support teachers in the creation of personalized learning environments.

 

3.2 Instructional design engages each learner.

  1. (RVS) Percentage of teachers who incorporate the tenets of RVS’ Learning Model so that all learners are engaged through a variety of strategies, settings, and formats.
  2. (RVS) Percentage of staff, parents and students satisfied with their ability to access, understand and use assessment information to improve learning.
  3. (RVS) Percentage of teachers, parents and students who agree instruction meets the individual learning styles of students.

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

  • Year One (Action Plan) - Provide professional learning opportunities for teachers to understand and effectively use RVS’ Learning Model.
  • Year One (Action Plan) - Monitor the implementation of Policy HK Assessment and Communication of Student Learning and its procedures to better inform stakeholders of student learning, progress, and performance.
  • Year One (Action Plan) - Create a repository of effective strategies regarding the reporting of student progress based on authentic assessment.
  • Year Two - Provide professional learning opportunities for teachers to effectively implement and assess individual learner profiles for students from Kindergarten to Grade 12.
  • Year Two - Develop a framework for Communities of Practice to document, report, and share promising teaching practices throughout the jurisdiction.

 

3.3 Instructional design enriches the learning experience.

  1. (RVS) Percentage of teachers who agree they use inter-disciplinary practices.
  2. (RVS) Percentage of staff, parents and students who agree they have access to authentic learning experiences.
  3. (RVS) Percentage of School Annual Result Reports that provide evidence of authentic and trans-disciplinary learning experiences.
  4. (RVS) Percentage of parents and students who agree that their child/their teacher’s classroom practice reflects critical, creative and complex thinking.

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

  • Year One (Action Plan) - Build inquiry-based, authentic learning models that exemplify the integration of trans-disciplinary practices across the curriculum.
  • Year Two - Create and publish a repository of inquiry-based, authentic learning projects.
  • Year Two - Link schools to community resources through the jurisdictional volunteer program to facilitate authentic learning experiences.

 

3.4 Instructional practices empower learners.

  1. (AE) Percentage of Grade 12 students/ FNMI self-identified students eligible for a Rutherford Scholarship.
  2. (AE) High school to post-secondary transition rate of students/FNMI self-identified students within six years of entering Grade 10.
  3. (RVS) Percentage of schools meeting or exceeding prior level of achievement expectations.
  4. (RVS) Percentage of parents and students who believe teachers inspire students to learn.

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

  • Year One (Action Plan) - Provide seed funding for innovative 21st C instructional practices.
  • Year One (Action Plan) - Expand jurisdictional authentic learning experiences for learners from across grades.
  • Year One (Action Plan) - Engage school communities in the use of social media to promote 21st C teaching and learning.
  • Year One (Action Plan) - Create a student blog site for students to share, comment, and reflect upon their 21st C learning.
  • Year Two - Host an annual showcase of 21st C learning, based on students' passions and interests.
Document Actions