After discussion in last month’s training (Introduction to Accreditation), it became clear that, while staff were aware of and approved of our schoolwide learning goals, as a school we are currently struggling to make them more than sentences on paper. After training at the beginning of the year, some teachers had developed displays that reflected these goals and we had developed pupil statements that were displayed in both English and Cambodian in the school hallway. However, when we reflected, we felt that most pupils were probably unaware of them and that while our school and classroom practices did provide some opportunity for students to develop towards those goals, it was more by chance or default than by design or intentionality.
We agreed on three actions to try and improve this.
1. After reviewing the pupil statements, it was decided that they should be made into colourful posters that should be displayed in all classrooms, and around the school grounds. We decided to use statements that were suitable for Grades 1-6, so that a common vocabulary would be embedded in the childrens’ language surrounding the school’s personal, social and emotional learning goals, although some adaptations were made to use in the Kindergarden classrooms.
2. Teachers will be more reflective about how they are providing opportunities for pupils to work towards the personal learning goals across the curriculum. As well as planning activities, for example, that help them meet the Math learning goals for Grade… teachers will choose a range of activities that will provide opportunities for children to work towards the schoolwide learning goals.
3. Teachers will start to look for evidence in children’s work and actions to show how children are developing towards/ meeting those goals. Initially this will be just to improve their own awareness and understanding of what they need to do to facilitate such development in the children, but the goal will be to involve children in being able to take responsibility for their own development too.
As always, the challenge will be following through on these actions and finding ways to embed them in school practice. But sustaining change is a topic worthy of its own post.
We agreed on three actions to try and improve this.
1. After reviewing the pupil statements, it was decided that they should be made into colourful posters that should be displayed in all classrooms, and around the school grounds. We decided to use statements that were suitable for Grades 1-6, so that a common vocabulary would be embedded in the childrens’ language surrounding the school’s personal, social and emotional learning goals, although some adaptations were made to use in the Kindergarden classrooms.
2. Teachers will be more reflective about how they are providing opportunities for pupils to work towards the personal learning goals across the curriculum. As well as planning activities, for example, that help them meet the Math learning goals for Grade… teachers will choose a range of activities that will provide opportunities for children to work towards the schoolwide learning goals.
3. Teachers will start to look for evidence in children’s work and actions to show how children are developing towards/ meeting those goals. Initially this will be just to improve their own awareness and understanding of what they need to do to facilitate such development in the children, but the goal will be to involve children in being able to take responsibility for their own development too.
As always, the challenge will be following through on these actions and finding ways to embed them in school practice. But sustaining change is a topic worthy of its own post.