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

Description - Goal Two focuses on building 21st Century competencies, whereby all stakeholders have an enduring understanding across disciplines. Outcome 1 speaks directly to ensuring learners become self-directed, whereby they take personal ownership of learning, leading to a higher state of engagement, independence, and interdependence. As coined by the Metiri Group, Outcome 2 speaks to building 21st Century literacies, which include, but are not exclusive to: Basic literacy, Scientific literacy, Economic literacy, Technological literacy, Visual literacy, Information literacy, Multicultural literacy, and Global awareness. Outcome 3 points to the importance of global stewardship, which embodies the foundations of environmental education, global education, outdoor education, and civic involvement. It involves engaging people from a level of awareness to a point of action.  It relates to educating learners about a diverse yet completely interdependent whole earth system, for which all citizens share responsibility. Outcome 4 sets a standard for all learners to flourish in RVS’ learning environments; as Collins says, to move from ‘Good to Great’.

2.1 Learners direct and feel ownership for their learning.

  1. (AE) Annual dropout rate of students/FNMI self-identified students aged 14 to 18.
  2. (RVS) Percentage of teachers, parents and students who feel students have a strong sense of ownership for their learning.
  3. (RVS) (Tentative) Student affect measures, e.g., Tell Them From Me, Student Orientation to School Questionnaires.

Strategies: (Year Two = Implementation 2012/13; Year Three = Implementation 2013/14)

  • Year Two (Action Plan) - Develop standardized individual learner profiles, using RVS’ Learning Model, for students from Kindergarten to Grade 12.
  • Year Two (Action Plan) - Create jurisdictional and school-based digital environments to showcase student learning.

 

2.2 Learners demonstrate 21st Century competencies.

  1. (AE) Overall teacher and parent agreement that students are taught attitudes and behaviours that will make them successful at work when they finish school.
  2. (RVS) Percentage of staff and parents who agree that students are critical, creative and complex thinkers.
  3. (RVS) Percentages of students that teachers observe as proficient in using 21st C competencies in their learning.
  4. (RVS) Percentage of staff and students who agree their school/the jurisdiction operates successfully as a 21st Century learning culture.

Strategies: (Year Two = Implementation 2012/13; Year Three = Implementation 2013/14)

  • Year Two (Action Plan) - Define, promote, and implement standards for 21st C citizenship in RVS.
  • Year Two (Action Plan) - Define, promote and implement standards for 21st C literacy across RVS.
  • Year Two (Action Plan) - Complete the series of white papers on each of RVS’ characteristics of a 21st C learner, teacher, and administrator.
  • Year Two (Action Plan) - Establish a jurisdictional community service program to connect students/schools to the volunteer resources of the local/global community.
  • Year Two (Action Plan) - Develop standards, rubrics, and exemplars for each of RVS’ characteristics of a 21st C learner.

 

2.3 Learners demonstrate global stewardship.

  1. (AE) (RVS) Overall teacher, parent and student agreement that students model the characteristics of active citizenship.
  2. (RVS) Percentage of staff, parents and students who agree students understand, adapt to, and participate in our local and global society.
  3. (RVS) Percentage of staff, parents and students who agree students, the school, and the jurisdiction model practices that contribute to environmental sustainability.

Strategies: (Year Two = Implementation 2012/13; Year Three = Implementation 2013/14)

  • Year Two (Action Plan) - Develop a jurisdictional awards program for schools/sites to employ effective global stewardship practices.
  • Year Two (Action Plan) - Define ecological intelligence by building and promoting a repository of digital resources for use in classrooms and at home.
  • Year Three - Facilitate professional learning opportunities for all stakeholders in the areas of environmental education, global education, outdoor education, and civic engagement.
  • Year Three - In cooperation with organizations that promote sustainability and prosperous communities, host an inter-divisional learning institute around effective stewardship practices.
  • Year Three - Build and promote a repository of inquiry-based, authentic learning models that exemplify the integration of global stewardship into the curriculum.

 

2.4 Learners flourish in a culture of excellence.

  1. (AE) Overall percentage of students/FNMI self-identified students in Grades 3, 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results).
  2. (AE) Overall percentage of students/FNMI self-identified students who achieved the standard of excellence on diploma examinations (overall results).
  3. (AE) Percentage of students/FNMI self-identified students writing four or more diploma exams within three years of entering Grade 10.
  4. (RVS) Percentage of staff, parents, and students who agree that their school/the jurisdiction is building a culture of excellence.

Strategies: (Year Two = Implementation 2012/13; Year Three = Implementation 2013/14)

  • Year Two (Action Plan) - Continue to value a culture of risk-taking, focusing on the individual exploration and the application of digital resources to enhance teaching and learning.
  • Year Two (Action Plan) - Expand the promotion and celebration of 21st C learning by creating a digital “Hall of Excellence, Creativity, and Innovation”.
  • Year Two (Action Plan) - Develop a jurisdictional excellence awards program for school achievement.
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