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 Three = Implementation 2013/14)

  • Year Three (Action Plan) - Implement jurisdictional standards for teachers’ digital presence to enhance learning, accessibility, and communication.
  • Year Three (Action Plan) - Increase access to high school programming by promoting multiple learning pathways and programs.
  • Year Three (Action Plan) - 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 Three = Implementation 2013/14)

  • Year Three (Action Plan) - Provide professional learning opportunities for teachers to understand and effectively use RVS’ Learning Model.
  • Year Three (Action Plan) - Increase accountability for the institutionalization of Policy HK Assessment and Communication of Student Learning and its procedure to better inform stakeholders of student learning, progress, and performance.
  • Year Three (Action Plan) - Create a repository of exemplary practices that demonstrate the attributes of RVS' Learning Model.
  • Year Three (Action Plan) - Provide professional learning opportunities for teachers to effectively implement RVS' Learner Profile for students from Kindergarten to Grade 12.

 

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 inter-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 Three = Implementation 2013/14)

  • Year Three (Action Plan)- Continue to build inquiry-based, authentic learning models that exemplify the integration of inter-disciplinary practices across the curriculum.
  • Year Three (Action Plan) - Create and publish a repository of inquiry-based, authentic learning projects.

 

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 Three = Implementation 2013/14)

  • Year Three (Action Plan) - Continue to engage school communities in the use of social media to promote 21st C teaching and learning.
  • Year Three (Action Plan) - Maintain ongoing release of blogs, allowing RVS stakeholders to share, comment, and reflect upon 21st C teaching and learning.
  • Year Three (Action Plan) - Host annual showcases of 21st C learning, based on students' passions and interests.
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