LOVING, LEARNING AND LEADING

Exploring Paths of Joy

“I am among you as one who serves”
(Luke: 22-27)

Volume 2 Number 2

Catholic Education: Exploring Paths of Joy

Catholic Board Learning Plan, Year 2
“The Ontario Catholic School Graduate Expectations have served as a lens for Catholic educators who
continually seek to discern and interpret the signs of the times.” OCSGE

In this edition of the Loving, Learning and Leading, Anthology, Volume 2 Number 2, we celebrate the deep work happening across
Dufferin Peel with the Catholic Board Learning Plan, Year 2 and the Ontario Catholic School Graduate Expectations. The narratives
and stories highlight an alignment and coherence to the Catholic Board Plans, encompassing shared beliefs and priorities, in
support of all learners.

Through our work, in relationship with communities modelled after Christ, personalization of learning for all students remains a
steadfast commitment. The narratives and stories, within a 21st century learning context, give witness to the learning happening
in our schools. Faith, well-being, engagement and achievement continue to remain deeply embedded in the learning opportunities
for all students. The Ontario Catholic School Graduate Expectations continue to place emphasis on the Catholic voice of students,
inspiring faith fulfillment in learning. Schools continue to share their learning with Mathematics and well-being. First Nations,
Metis, and Inuit learning inspire imagination and creativity and investments in technology have provided renewed opportunities
for student and staff inquiry, engagement and innovation in the teaching/learning process.

Appreciation is extended to senior staff, administrators, the many Catholic school learning teams, board and school staff, including
students that contributed to the work highlighted in this Anthology. We can be proud of the collective work we are engaged in
together. A Christ-centred commitment to loving, learning and leading is a true gift to our students and their families.

S. McWatters
Associate Director, Instructional Services

“For as in one body we have many parts, and all the parts do not have the same function, so too, we though
many, are one body in Christ and individually parts of one another.” (Romans 12: 4-5) 1
 ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS

INSIDE THIS EDITION

Enhancing Transitional Practices 3
Catholic Conditions for Learning 5
Responding Through Effective Instruction 9
Collaborative Inquiry 12
Knowing the Learner Through Assessment 13

FROM A CHILD’S PERSPECTIVE: DELVING INTO THE ONTARIO CATHOLIC SCHOOL

GRADUATE EXPECTATIONS

by Virtue Club members, who make clearer the connections

between the Virtues and the Ontario
Catholic School Graduate
Expectations.
How can we continue to
create a Catholic-centered
During the first week
learning environments that
of Easter, Youth Faith
foster living out the Ontario
Ambassadors presenters
Catholic School Graduate
returned to all classrooms Expectations?
to record student efforts
in fufilling the expectations.
Cognizant of these efforts, Youth Faith
Ambassador artists then created a symbol and subsequent
visual representation for each expectation. These symbolic
representations were shared with the school community, at
At St. Sebastian School, Youth Faith Ambassadors delved deeper a school-wide liturgy and assembly during Catholic Education
into the Ontario Catholic Graduate Expectations, in order to teach Week.
their peers.

Examining the significance of the Ontario Catholic School Ontario Catholic School Graduate Expectations
Graduate Expectations (OCSGE) themselves, Youth Faith
Ambassador Presenters then visited classrooms from grades Guiding students to become a(n):
one to eight to teach students about the OCSGE expectations, • Discerning believer
in student friendly and age appropriate language. Students were • Effective communicator
encouraged to examine three important ways in which they are • Reflective, creative, holistic thinker
called to act through prayer, fasting and almsgiving, as they grow • Self-directed, responsible, lifelong learner
in relationship with Jesus throughout the liturgical season (e.g. • Collaborative contributor
Lent). Return visits were made to classrooms, so that Youth Faith • Caring family member
Ambassadors could encourage their peers to continue to reflect • Responsible citizen
and grow in faith. Youth Faith Ambassador led their peers in prayer,
to enable students to explore and experience the expectations
more fully. Students also heard daily announcements made

“Like a beacon, piercing in the night … the Ontario Catholic School Graduate Expectations provide direction,
nurtures motivation and bolsters support for the mission.” OCSGE 2
 ENHANCING TRANSITIONAL PRACTICES

wBACK TECHNOLOGY: ENHANCING TRANSITIONS

As a community of co-learners, Dufferin-Peel staff and aligns with the Dufferin-Peel Catholic District School
students are committed to creating Catholic conditions Board Strategic Plan Core Principles.
How can we
for well-being, learning and leading, inviting the voice of
all learners. This commitment is important throughout
continue to Ariel Aromin, a year 7 student, uses his iPad during
our learning journey, and especially so during times empower student his Workplace Experience placement at Canadian
of transition, which are both exciting and daunting voice and Tire. The self-check function of the “First-Then Visual
for learners. independence? Schedule” app enables Ariel to follow the morning
routine and complete his duties independently. The
The Speech and Language Pathology (SLP) Department alarm function, which he sets himself, notifies him
has articulated a theory of action to shape an inquiry when he needs to seek out his educational resource
with students who have diverse communication worker (ERW) to discuss the next task. The recorded
needs: If we provide developmentally appropriate voice function helps Ariel communicate with staff
communication learning opportunities, with a focus required to assist with removing his nametag to
on new technologies, teacher-SLP and other staff prevent damaging his uniform. When Ariel is unable to
collaboration, and enhanced transitional practices, come to work, he uses the text to speech output from
students with diverse needs will develop communication the “Assistive Express” app to inform his supervisor.
skills for social interaction, independence, community
participation and well-being. Other students use the iPads to meaningfully participate
in the recycling program, follow steps to making pasta
At St. Martin Secondary School, the Speech-Language or washing dishes, get ready for gym class, complete
Pathology and Special Education Departments are written seat work, and play an active role in a dramatic
using iPads to support communication development production. This project has empowered students to
for students in the Needs Moderate, Planning for Independence and use their voices and become more independent in their journey of
Communications program classes. The suite of mobile applications life-long learning as they move towards their vocation.This ongoing
(apps) on the iPads assists with student voice, visual schedules, and project is another great example of how Dufferin-Peel is using twenty-
building independence in preparation for transition to post-secondary first century technology to enhance transitional practices and augment
opportunities. These iPads support community engagement which the voices of diverse learners.

MLSE + SHSM = SUCCESS!

Dufferin-Peel Catholic District Mentorship opportunities with MLSE were also developed. Several
School Board teamed up lucky students of various pathway destinations met and networked
with Maple Leaf Sports and with MLSE staff members. The mentorship process was facilitated
Entertainment (MLSE) to through both group and one-on-one dialogue between mentors
provide Specialist High Skills and mentees to discuss specific career sectors, post-secondary
Major (SHSM) students and opportunities and options, as well as to focus on decision making
potential SHSM students with rich, collaborative, experiential and goal setting.
opportunities all year.
Experiential learning opportunities How can
Six sector-specific career exploration days gave students the such as these provide students we continue to
opportunity to participate in terrific reach-ahead experiences which with a myriad of opportunities provide authentic
included listening to a panel of MLSE speakers discuss their career so that they may transition
experiential learning
experiences in various sectors, obtaining an inside look at the work from secondary school with
opportunities for all
of the MLSE foundation in the community, and participating in a confidence in their abilities and
Q & A with industry professionals. The sector day experience was with a clear plan for their initial
students?
culminated by watching either a Toronto FC, Raptors or Marlies game. postsecondary destination, whether
The six sector days focused on Business and ICT, Non-Profit, Health in university, workplace, apprenticeship training,
and Wellness, Sports, Arts and Culture, and Hospitality and Tourism. or college.

“Inclusion is not bringing people into what already exists; it is making a new space, a better space for
everyone.” Capacity Building Series, Secretariat Special Edition #35 3
 ENHANCING TRANSITIONAL PRACTICES

THE IMPORTANCE OF LEARNING SKILLS AND WORK HABITS

How does our regardless of the subject (e.g.

assessment of students’ skills such as responsibility, How does
learning skills help us organization, independent our assessment of
to know our learners, work, collaboration, initiative students’ learning skills
and influence their well- and self-regulation). This help us to know our
being and achievement? understanding forms the basis learners, and influence
The school learning goal for much of the work that we their well-being and
at St. Elizabeth Seton do as educators throughout the achievement?
broadened this past year, in order to include a better understanding year to create opportunities for
of the importance of learning skills and work habits. The school students to highlight their thinking
understands the important link between a students’ learning skills about learning skills and work habits. In doing
and work habits, and their achievement and well-being. Our goal is so, we are seeking to develop hope, engagement and growth for
to include the use of data as part of our repertoire for school-wide all so that each learner can realize his/her full potential.
improvement.
Meetings take place throughout the school year in order to review
After review and discussion, the School Improvement Team felt that data related to student well-being and achievement. This team
students and families would benefit from a better understanding, approach encourages staff members to share their thoughts and
not only of curriculum expectations but of the critical importance insights and to become learners with one another, as we actively
of the strengths and talents that each student brings to a task, engage in supporting students in their work at school.

STUDENTS TRANSITIONS THROUGH FAITH

This year the Grade 8 students at up a fourth van-load of clothing items that they delivered to
How can St. Vincent de Paul (SVDP) school Dr. Simone’s Warehouse and the Good Shepherd Ministries.
we continue to have been preparing for their This transition experience also provided the Grade 8s with an
build in the Ontario transition to secondary, through opportunity for Catholic leadership within their own elementary
Catholic School Guidance visits, course selection, school community and they served as a link between the SVDP
Graduate Expectations high school orientation, and one and Cabot faith communities. There could be no better way to
for all learners? very special and meaningful way: teach our young people how to become responsible citizens
through our shared Catholic Faith. and caring family members. Although high school jitters may
Strongly believing that “a discerning never completely go away, these shared faith experiences have
believer [is] formed in the Catholic Faith gone a long way in easing the transition of these SVDP Grade 8
community,” inspiring staff at both John Cabot Secondary and students as they prepare to join their awaiting secondary school
SVDP, collaborated to create opportunities where the SVDP family in September.
students could prepare for their transition to John Cabot through
faith development and social action. The Grade 8s were invited
to worship alongside their future peers and teachers at the
John Cabot Ash Wednesday and Holy Thursday liturgies, and
were deeply moved by these profoundly meaningful communal
celebrations of faith. For the second year, the SVDP Grade
8s also supported the Cabot Lenten sacrifice campaign. They
ran their own Giving Hope: Out of the Cold Lenten drive at
SVDP school in March, collecting enough gently-used clothing
to make a mountain of boxes and bags! Ms. Esvelt and her
students were very appreciative of the support, which filled

“The development of learning skills and work habits is an integral part of a student’s learning.”
Growing Success, Assessment and Evaluation in Ontario Schools, 2010 4
 CREATING CATHOLIC CONDITIONS FOR WELL-BEING AND LEARNING
wBACK TEACHING AND LEARNING
Staff and students at Christ
the King School are engaged
in a school-wide collaborative
inquiry focusing on creating
conditions in the classroom
that nurture the social,
emotional and physical
well-being of each child in
hopes that these efforts will
encourage students to feel
comfortable about making
mistakes thereby increasing
their confidence in their ability
to communicate their thinking in the areas of Numeracy and
Literacy. To create these conditions for learning, classrooms
are transforming in order to embrace a 21st century Learning
model. For example, learner-centered workspaces have been
created to encourage room to move, student collaboration
and accountable talk. As well, natural lighting has taken the
place of fluorescent lighting whenever possible to decrease
SPEAK UP GRANT: STUDENT VOICE PROMINENT
Over the past three months at
Mary Fix our students have been
How can
working hard to promote student
student learning,
voice. Through the Speak Up
through voice,
Grant approval, a large flat screen
continue to uplift
television was purchased and
school faith
placed on the main wall of our front
communities?
foyer. The intent was to project a
media extension of the day and life
at Mary Fix and to promote student voice.
Students from grades five to eight were called on to join
the Media Club. Over thirty students joined the club with
the excitement of taking charge and making this project
their own. After much deliberation and brainstorming, the
students decided that the best way to display what’s going
on at the school was to create feature days of the week.
Students meet three to four times a week to collaborate, take
pictures, organize ideas, develop power points and share
responsibilities. The students created their own groups,
“It is important that teachers create an environment that will foster a sense of community, where all students
feel included and appreciated and where their perspectives are treated with respect.”
(Social Studies, Grades 1 to 6, revised 2013)
eye strain and stress levels and
objects from outdoors have been How can
brought indoors to increase we continue to
student inquiry. To further integrate into the
ensure student success learning the shared
and to encourage a growth priorities in
mindset, descriptive feedback the CBLP?
is provided to students “just
in time” to improve their level of
achievement on assessment pieces. Student voice is
acknowledged as they are given both opportunities to explore
mistakes and choices on how they demonstrate their learning.
Using self-assessment tools such as exit tickets, allow
students and teachers to plan next steps and goals. With
these strategies in place, it is our hope that students will feel
valued and heard within their learning environment, participate
readily in areas of the curriculum they find challenging, feel
free and confident to ask questions for clarification, express
their thinking in a variety of ways and engage in dialogue with
both peers and adults.
knowing they would have to work with others from different
grades and different social groups. Each group was given
a USB key to save their information. Each day a different
USB was inserted into the television to reflect the theme
of the day. The themes are as follows: Monday reflects
student art work and projects. Tuesday reflects our monthly
newsletter. Wednesday reflects our school ECO news and
local weather. Thursday reflects student daily learning and
finally Friday is Selfie Day. All images shown are reflective of
all grade levels. The students continue to be committed and
work hard at developing their voice through media.
5
 CREATING CATHOLIC CONDITIONS FOR WELL-BEING AND LEARNING

CONDITIONS FOR LEARNING IN A 21ST CENTURY CLASSROOM

Guardian Angels is proud to be a leader of into math lessons or using wikis and blogs, students are becoming
21st century teaching and learning. more engaged when they use technology as a tool that promotes their
How can As the demands of our society learning. Co-constructing success criteria with students regarding
schools continue to evolve, so too does the need for digital citizenship and connecting them to the Ontario Catholic School
build 21st Century a new type of the classroom that Graduate Expectations helps to develop students’ ethical use of
learning environments, develops a new type of learner. technology. Although technology is only one component of the bigger
responsive to the Notably, promoting the responsive 21st century teaching and learning umbrella, our move towards the
needs of all classroom that meets the needs of use of technology includes:
learners? the new learner centered on student
voice and a growth mindset where • By 2016, all classrooms will be equipped with a SmartBoard
mistakes are viewed as a welcomed part • Classrooms will utilize the 3D cameras and projectors for Math
of the learning process. We continue to grow in and Science
our delivery of this progressive teaching and learning strategy and • Promoting classrooms to have their own twitter handle …14
in less than two years, we have classes responding to the needs of classrooms have done so to date
our diverse learners through the inquiry process, three-part math and
• Student use of Prodigy in class and at home to supplement and
a move towards learning and questioning, researching, and moving
reinforce previously taught concepts
beyond memorizing.
• Students use of Bitstrips for narratives and procedural writing
With a complement of standing desks, high top tables, lamps, • Classroom Dojos have been created by staff to allow students to
couches, classical music, yoga balls, lap desks, recliner chairs and discuss homework and classroom assignments online
a myriad of technology options, our students are able to learn in • Intermediate and junior students mentor primary students with
an environment that differentiates their learning and allows their our tablets through a digital pen-pals program
voices to be heard. Technology is a key component of the responsive Through our constant inquiry, our 21st Century teaching and learning
classroom, and responsive learning. We are also experimenting with has provided opportunities for students and teachers to constantly
technology…whether it’s with tablet use, integrating smartboards grow and support each other in their journey.

EXPERIENCING NATIVE ABORIGINAL CULTURE THROUGH MUSIC AND ART

At Our Lady of Providence regarding First Nations Culture and

School, our Catholic their teachings. The various topics
Community of Culture and included how First Nations people How can we
Caring Action Team worked see themselves as caretakers continue to embrace the
hard to promote inclusion of all of the earth, why, since the cultures of First Nations,
voices regarding First Nations 15th century, women are not Metis and Inuit within
Cultural awareness. We considered equal to men, the our Catholic schools?
wanted our students immersed in this experience of celebrating importance of both the hand drums
the richness of First Nations Cultural diversity. and big drums and why Native people
sit in circles?
Our Grade 3 – 8 students were involved in activities in anticipation
of a visit by Shannon Thunderbird and Sandy Home (First Nations On the day of the presentation, students had an opportunity to play
Artist – Educators- Elders). These students did research on the the big drums, making and using shakers out of dried corn, creating
significance of the drums to Native people (both hand drums art based on the Tsimshian, Anishinaabe, and Haudenosaunne
and big drums). Some students wrote poems and Rap songs styles of art. The students were thoroughly engaged and
which they performed to our visitors. Other students made enlightened as they embraced their new found knowledge about
posters in support of human rights of all people. The Intermediate First Nations people. The interactive presentation brought positive
students from the Safe School Committee prepared presentations messages and teaching of inclusivity and equality.

“We need to think about creating classroom environments that give children the opportunity for wonder,
mystery and discovery; an environment that speaks to young children’s inherent curiosity and innate yearning
for exploration is a classroom where children are passionate about learning and love school.” 6
(Heard & McDonough, 2009)
 CREATING CATHOLIC CONDITIONS FOR WELL-BEING AND LEARNING

EXPANDING LEARNING CONDITIONS FOR MATHEMATICS AND WELL-BEING

Learning and Inclusion For All: Each One Called by Name

At Our Lady of Fatima School, students and staff are As well, 40 students from grades 1-8 participate in the school
committed to fostering a safe, caring, inclusive, and healthy choir. In February 2015, the Moderate/Severe Needs
community. Guided by the principles of, “Learning How can we Classrooms, Team Orange, and the school
For All” and “Shared Solutions”, the school continue to build learning choir collaborated to host the monthly Virtue
community continues to foster the appropriate opportunities, inviting Assembly, based upon the virtue of respect. One
Catholic conditions for learning, creating a culture inclusion for all, including hundred students participated in a dynamic virtue
of collaboration, inclusion and respect. students with differing assembly. In keeping with the Ontario Catholic
abilities, visible and School Graduate Expectations, the Assembly
Our Lady of Fatima School is home to two invisible? focused upon developing a confident and positive
Moderate/Severe Needs Classrooms. These classrooms sense of self, and respect for the dignity and welfare of
provide students with individualized academic programs and others, responding to God’s call to love thy neighbour. Some
life skills, providing opportunities for integration on a daily basis, students held a microphone up to their personal communication
as appropriate. Integration has shown to benefit ALL learners devices, permitting the whole school to hear them. A slideshow
at Our Lady of Fatima School, promoting diversity, acceptance, highlighted some aspects of the authentic integration going on
collaboration and friendship. within the school such as collaborative learning, extra-curricular
activities and field trips. Students worked together to re-write the
“Team Orange” is a daily recess group in which students from words to Aretha Franklin’s classic tune, ‘Respect’. Working together
grades 1-8 “walk with” and “explore with” students from the the choir and Team Orange led the entire school in the chorus of
Moderate/Severe Needs Classrooms. Over 50 students have ‘R-E-S-P-E-C-T’.
volunteered to participate in this program, helping to create
meaningful friendships between students of all ages and abilities.

TWITTER AS PARENT ENGAGEMENT TOOL AND PORTAL INTO OUR CLASSROOMS

Twitter is not new to the world of school through their own twitter
social media…what is new is accounts - informing parents
How can
how schools and classrooms are about events at the school level,
Brampton West
social media contribute Schools
using it as a parent engagement but more importantly as a portal
to learning within a
tool. With over 10K followers, into the classrooms that give
21st century learning @VianneyBW
DP is leading the pack of the community unique insights
context?
DPeelers jumping into the Twitter into the happenings beyond the @AngelaMericiDP
experience. Classroom teachers are school walls. FDK classrooms @StUrsula_dpcdsb
using Twitter as a lens into their child’s are able to document their
@CardinalLegerSS
classroom and as a documentation tool of their progress through inquiries, and classrooms are
the year. Many schools are emphasizing twitter use to highlight able to post their wonderings, @FrCWSullyDPCDSB
the work students are doing in mathematics in particular. Most their thinking, and their work. @DPBakhita
recently DP math (@DP_math) consultants are engaging teachers Developing a digital fingerprint
@StMaryBrampton
and classrooms by challenging their thinking through retweeting is an important skill to teach our
and responding to the postings coming from classrooms. next generation learners as they @GAngelsschool
This opens up a whole other opportunity for engagement and develop a digital profile that @CardinalLegerSS
conversation. In Brampton West (as in other families of schools), has the potential to positively @EdCampionCSS
many schools have begun documenting the happenings at their influence their future.

“A classroom that is functioning successfully as a third teacher will be responsive to the children’s interests,
provide opportunities for children to make their thinking visible and then foster further learning and 7
engagement.” Learning For All, 2013
 CREATING CATHOLIC CONDITIONS FOR WELL-BEING AND LEARNING

DIAGNOSTIC ASSESSMENT AS A TOOL FOR LEARNING

At St. Faustina, one of our goals is to create Catholic assessment and identify what effective diagnostic
conditions for student engagement, learning, assessment looks like and sounds like. We also
achievement and well-being. We continue to How can shared some of our current practices, our
foster a safe, caring, inclusive and healthy digital technology varied experiences and discussed questions
environment where students can grow, learn and help enhance student we might have on how to improve what we
live out our motto of Walk the Talk and Spread the learning? do with diagnostic assessment. Our next step is
Joy daily. As we continue to focus on knowing to co-construct diagnostic assessment as grade/
our learners through assessment for and as learning, subject teams. Our goal is to create guided subject
our school’s theory of action is aimed at improving diagnostic groups. Despite being at early stages of implementation,
assessment. Effective diagnostic assessment will help each we hope to see greater student engagement, well-being and
teacher understand the current understanding of each student achievement. Through our inquiry we continue to support
for a specific instruction and help personalize teaching and our students in their journey to becoming stronger and more
learning. Initially, the staff came together to discuss diagnostic responsible life-long learners.

A LEARNING JOURNEY
At St. Catherine of Siena School, our learning has taken us on processes so that students will be able to effectively
quite the journey, learning more about ourselves as educators, communicate their critical and creative thinking. ‘If we share
and more importantly giving our students a voice. Last year the results of diagnostic assessments with our students, then
one of our Theories of Action was ‘If we continue designing they will be able to better articulate their strengths and develop
effective lessons, making use of collaborative work (three part learning goals in response to their needs, working with staff to
lesson, guided practice/guided reading) in flexible groupings, close the gaps.’
then learners will effectively communicate their critical and
creative thinking to develop and apply processes, skills and As a staff we delved deeper
strategies across all disciplines.’ Using an inquiry based into our understanding
approach to learning, has led us to explore and deepen our of math expectations How can teachers achieve
understanding of mathematics. through facilitated a better understanding of
Curriculum Mapping. Each diagnostic assessment to
grade has now mapped assist students on their
out their expectations for journey of learning?
the year. Through a series
of PLCs, staff, administrators,
and the special assignment teacher
created a number of meaningful diagnostics.
“We felt that we needed to gain a better Teachers then marked (moderated) these diagnostics, and
discussed how they would share them with their students.
understanding of our learners and provide
them a voice in their learning.” Sharing the diagnostics with our students, and allowing them
to respond to their needs, has created a shared sense of
Through reflective practice, we felt that we needed to gain responsibility for learning.
a better understanding of our learners and provide them a
voice in their learning. Our focus became creating inclusive Staff have met on a number of occasions to share artifacts of
assessment practices, and in particular gathering information student work and to discuss their findings. As a school we’ve
from multiple and varied sources. At the beginning of this year created a shared folder for both our mapping and diagnostic
our school Theory of Action evolved. We developed key lessons assessments. At the heart of our journey is getting to know the
based on the diagnostics that address the seven mathematical learner more deeply.

“Personalization – Education that puts the learner at the centre, providing assessment and instruction
that are tailored to students’ particular learning and motivational needs.” Learning For All, 2013 8
 RESPONDING THROUGH EFFECTIVE INSTRUCTION
wBACK PROMOTING STUDENT CREATIVITY AND ENGAGEMENT
THROUGH GAMIFICATION
At St. Faustina, the grade three students have been using Minecraft
as a tool to demonstrate student learning and understanding in
various areas of the curriculum. After studying structures in the
Science Unit, students co-created a success criteria and pre-
planned a structure they would create using Minecraft. Students
went into the computer lab for approximately five to seven periods
to create their own structure in Creative mode. Some students
who had never played the game were supported
by the more experienced students who were
quick to guide and assist students.
How can we There was great evidence of student
continue to embrace engagement and collaboration of
technology to provide ideas after each period. Once done,
opportunities the students worked with the school
for student librarian to develop a presentation
engagement? using the Smart Notebook program.
A walkthrough of their structure was
filmed and linked to their presentation. One
class connected current math learning with
area, fractions and mode using Minecraft like selfie pixel art. They
SCHOOL IMPROVEMENT INVITES MULTIPLE STRATEGIES
This year’s math focus at St. Anne School incorporates similar
strategies to last year’s inquiry: a school-wide data wall to
measure student progress, accountable talk in classrooms to
actively engage students and clarify thinking, small group guided
instruction for intensive differentiated support, and the use of
online games and assistive technology.
Within math, staff focused on the 3-part lesson and formulating
problems that students found challenging and accessible. To assist,
staff received a copy of Marian Small’s “Good Questions”, which
has a bank of open and parallel tasks that allow students of wide
ranging abilities to meet the same learning goal. We realize that in
order to solve multi-step problems successfully, students benefit
from being able to solve basic math operations, such as single
digit multiplication, with automaticity, as appropriate. To this end
we employ various math games, including the online math game,
‘Prodigy.’ The characters and challenges of Prodigy resemble
favourite child games like Pokemon and Skylanders. Kids love the
fantasy imagery. We also began adding math assessment results
to our data wall for the junior and intermediate grades.
As a staff, we regularily revisit the curriculum and exemplars to
“Making real world connections is essential … [we need to] observe what students are interested in and use
this to foster creativity.” Achieving Excellence, A Renewed Vision for Education in Ontario, 2014
also used Chatterpix to reflect on their structure and future goals.
The goal is to continue to demonstrate more areas of learning
with the Soil unit in Science, as well as, playing in Multi-player
mode collaboratively in groups of students to re-enact pioneer life
as learned in the Social Studies unit. Through the use of digital
technologies, the students at St. Faustina School are becoming
more active and engaged participants in their learning. They’re also
learning to collaborate and be respectful of the opinions of others
in an environment that is safe, caring, inclusive, and healthy.
discern what a lesson’s learning goal
should be and what appropriate
responses look like. Attempting What conditions
new teaching strategies can be are necessary to
daunting, so we gave ample ensure student belief
time to discussing Carol Dweck’s in their abilities to
‘growth mindset,’ a learning learn?
outlook with the premise that by
praising effort and learning, we instill
confidence in students of all abilities to take risks.
Finally, we set aside two half-days per division for teachers to co-
plan math lessons, along with four days of co-planning that took
place with three other Brampton West schools in our Math Pod,
including co-planning math lessons with the Special Assignment
Teacher (SAT). In addition, to boost parent/family engagement, we
provided a detailed presentation at our Meet the Teacher Night
about how we identified school improvement needs and the
many initiatives we were undertaking. We also held a Prodigy and
RazKids Parent Information Session during an Open House later in
the year. Collectively, we continue to engage and invite multiple
strategies and entry points for students to improve learning for all.
9
 RESPONDING THROUGH EFFECTIVE INSTRUCTION

CREATING A RICH FULL DAY KINDERGARTEN LEARNING

ENVIRONMENT THROUGH PLAY
The co-learning continues in the FDK classes at learning process. Intense focus on the process of
St. Barbara School. Through our Principal learning enables teachers and DECEs to clearly
Learning Team, we are sharing best practices focus with students who require further guided
How can we,
and expanding our knowledge of developing across grades, instruction. Inquiry learning activities allow for
a rich learning environment in FDK. We ensure rich learning multiple entry points for students spanning
have learned that the FDK curriculum is environments for all? from basic connections to complex thinking and
more about the learning process than reflection. All students are included and equally
learning content. How students learn is involved, inclusive of learning styles and abilities.
far more critical than the contents of what Teachers and DECEs are capturing student learning
they learn. We recognize the importance of learning through picture portfolios and other observational tools.
provocations and see evidence of multiple activities that Visual representation helps to define the child’s learning to
are theme based to intentionally engage students in the parents /families in a meaningful way.

EFFECTIVE TEACHING/LEARNING PRACTICES FOSTER ACTIVE PARTICIPATION

IN MATHEMATICS

At St. John Fisher School, the staff is actively involved participated in a variety of
in collaborative inquiry and effective teaching/learning sessions on a range of
practices which foster a growth mindset and support student topics including Exploring What strategies
can be implemented to
achievement. With a focus on mathematics, students in Math in FDK, Primary
promote active parent
all divisions are engaged in activities and assessments Math and Online Games,
participation
that foster a deeper understanding of the categories EQAO Math, Teaching
and engagement?
of achievement chart, specifically communication. To Multiplication and Other
support our students in making gains in mathematics, Math in the Junior Grades, and
the staff coordinated and hosted a Numeracy Night. With Intermediate Math: The Transition
weeks of exciting in-school promotions, daily draws and to High School. In addition to the sessions, the families
announcements, along with school-aged child care provided received a math loot bag which contained a wide variety
by staff, the evening was well attended. of commonly used in-school math manipulatives, math
strategy hand-outs and website links.
To support our students in making gains
in mathematics, the staff coordinated and The evening was viewed by both the community and the
hosted a Numeracy Night. staff as a great success as they were able to come together
for a common goal. By providing opportunities for the
Numeracy Night provided families with valuable strategies, parents and guardians to actively explore and participate
resources and hands-on experiences to support numeracy in math, they become active participants in the learning
at home. Through collaboration, teachers created practical, process.
exciting, hands-on sessions and provided resources for the
families to take home which support their children with
math concepts learned at school. The parents and guardians

“When we recognize children as capable and curious, we are more likely to deliver programs and services that
value and build on their strengths and abilities.” (Ontario Early Years Framework, 2013) 10
 RESPONDING THROUGH EFFECTIVE INSTRUCTION

KNOWLEDGE BUILDING CIRCLES FOR DEEPER UNDERSTANDING

Consideration of the needs our Our school has used knowledge-building in the curriculum areas
How does
21st century learners at Lester of Mathematics, Religion/ Family Life and Social Studies. The
knowledge building
B. Pearson Catholic Elementary dialogue is aimed at solving problems for understanding, to
impact the other
School has been instrumental support inquiry-based learning where students seek their own
three categories of
the achievement in the evolution of our practice. questions and answers as well as on-going discourse to support
chart? The dialogue about introducing new learning.
knowledge building circles began
with our primary learning team last year. Knowledge-building has been instrumental in supporting a
Teachers shared their classroom observations and the practical positive classroom climate where all students feel that their
application at an instructional staff meeting and how it related to voice is respected. As we continue to explore knowledge-
our Catholic School Learning Plan. Over time, this practice has building, it is wonderful to observe students grow and flourish.
slowly been introduced in all divisions. We continue to explore Students with diverse learning needs have been thriving with
the pedagogy of knowledge building as well as the practical this experience. Our hope is that knowledge-building will also
application. As a team, we have identified that knowledge serve as a link for the communication at home between student
building circles have proved to be an important strategy to and parent/guardian. The Lester B. Pearson CES Team continues
support and increase student well-being, equity, the Ontario to explore knowledge-building across divisions.
Catholic School Graduate Expectations and positive school
climate – all of which support our Catholic School Learning Plan
that is directly linked to the Catholic Board Learning Plan.

Learning has allowed students to take charge of their own

learning and gives them the freedom to share their inquiries
and encourage deep, flexible thinking. We continue to work
closely with our Special Assignment Teacher (SAT) to refine
our knowledge building. To date, teachers have observed that
knowledge building has been instrumental in rotating student
leadership roles, ensuring that all students have a voice, and
promoting 21st century problem-solving skills, accountable talk
and student engagement in math discourse.

Sustainable knowledge building requires working with emergent rather than fixed
goal structures, and opportunism in knowledge work rather than fixed routines.
The pedagogical model requires teacher innovation, surrounding a principled
rather than procedural approach to teaching.
J. Zhang, M. Scardamalia Institute for Knowledge Innovation and Technology OISE, University of Toronto

“When students are empowered to design and plan their own lives, they are engaged, they achieve, and they
find themselves applying their learning in their daily lives.” Creating Pathways to Success, 2013 11
 COLLABORATIVE INQUIRY

LINKING THE ONTARIO CATHOLIC SCHOOL GRADUATE

wBACK
EXPECTATIONS TO INQUIRY
At St. Cornelius School, staff
and students are engaged
How might in collaborative inquiries
linking the Ontario pertinent to their own
Catholic School Graduate professional developmental
Expectations to a school goals and connected to our
wide theory of action make school-wide theory of action,
them more meaningful to if we explore a more flexible
student learning? approach to building school
capacity through priorities such
as growth mindset and conditions
for learning, then student well-being and
achievement in Mathematics will improve.
These rich discussions provided teachers with the opportunity to
reflect upon their own practice and personal growth, as well as
provided a safe space for educators to move beyond the discourse
that may occur when new learning is experienced.
Furthermore, we have focused on linking the Ontario Catholic School
Graduate Expectations to our collaborative inquiry. Staff reviewed
and discussed the OCSGE and focused on how they explicitly link
to our inquiries. Each inquiry team connected their own theory of
action that are rooted in mathematics to the OCSGE. For example,
one group of staff associated how a discerning believer formed in
the Catholic faith community is one who can see math and God in
the world around them, and makes connections to them.

UNDERSTANDING COMPUTATIONAL FLUENCY

Over this past year St. Nicholas, Holy Family and Together we learned that computational fluency
Good Shepherd schools have collaborated in a is foundational proficiency in mathematics and
math journey to develop staff efficacy in math by How can a deeper can be reinforced and developed through all
deepening our understanding of computational understanding of strands, not just number sense. Computational
fluency. This was a common area of need at all computational fluency fluency is not just about the memorization of
three schools and we felt that by taking a co- be applied to other facts. Rather, it involves flexibility in thinking
learning stance with staff, Special Assignment subject areas to improve about numbers, accuracy and efficiency in
Teacher (SAT), consultant, Superintendant, student learning? strategy. We learned that anchor charts can be
School Administrative Officer (SAO), to develop an effective visual tool to support learning but
our pedagogical knowledge on this topic, then we it is important that these charts be co-constructed
would build capacity amongst our staff and between with the students and are developed with all learners
our schools. in mind. By analyzing student work, we identified which
computational strategies our students are using and developed
And so we began our exploration into the relationship between a tool to track their use of these strategies throughout the year.
computational fluency and number sense. Primary and Junior And finally, we constructed new understanding of the relationship
teachers participated in three sessions that were developed by between computational fluency, number sense and mental math.
lead teachers from each school, along with administrators, SATs,
SAO, math consultant and our Superintendent. As often happens with any inquiry, our learning extended far beyond
the topic of computational fluency. We were three schools, from
Our learning goal was to develop a deeper understanding of different communities, with participants from a variety of roles and
computational fluency as it supports the development of number as such, we truly learned the power of ‘CO’. We were co-learners,
sense. Through professional reading, examining student work coming to the table to learn from and with each other. As a result
and doing the math, we constructed new understanding of of this process, we have also been able to build teacher efficacy,
computational fluency, the importance of developing effective have rich conversations both within our schools and between our
anchor charts, how to differentiate by using open and parallel tasks, schools, mobilizing knowledge and building capacity across our
and effective ways to monitor student learning. The sessions were Family of Schools.
responsive to the needs of the teachers as indicated by their
recorded feedback and wonderings after each session.

“All students and teachers can learn significant mathematics within a nurturing environment, given sufficient
time, developmentally appropriate goals, well-considered learning materials, and strategic program, 12
instruction, and assessment.” Literacy and Numeracy Secretariat, 2007
 COLLABORATIVE INQUIRY

wBACK PARTNERING THE LEARNING JOURNEY

Full Day Kindergarten is
a new adventure at St.
Helen School this year.
Inquiry Based Learning
through play is proving to
be very successful. Our
FDK teachers and DECE
reflected on: “How do
we best document all
this great learning and
student successes?” Voila! Pictures are a perfect way to
capture a moment in time of learning. The staff’s first step
was to create a photo and documentation binder for each
student. The partnering, for use of the binder, includes; staff,
parents and students. Pictures and student work are added
periodically, and dated with a description of the learning
taking place in connection with the Ontario Curriculum.
The St. Helen FDK team decided to ensure parents have
access to pedagogical documentation through visits and
discussions. This reinforces the parental connection to the
child’s learning. The next question that arose is, “How can
we go one step further and engage the children in reflection
and individual goal setting?” Students,
along with the teacher or
DECE, reflected on each How can inquiry
child’s learning journey. and play based learning
Inquiry questions in FDK be continued into
included: What do you grade 1 and beyond?
notice? What are you
doing well? How do you want
to improve your learning?
When asked why they have these binders, a student replied,
“So we can see our hard work, and to know what we did.”
The next step will be for students to choose what represents
their learning. The adventure continues in FDK with parents,
students, and staff all supporting, reflecting and engaging in
the learning.

EVIDENCE OF LEARNING COUNTS

St. Aidan staff are deepening their understanding of the feedback. At the conclusion of the
relationship between Learning Goals, Success Criteria and PLC teachers engaged in grade
Effective Descriptive Feedback through numeracy instruction. level moderated marking
What next step/
“If we intentionally provide effective descriptive feedback of their assessments of
conditions would
during assessment for and as opportunities, then students learning. They then revisited
promote greater
will be more successful in demonstrating their learning.” and updated the data wall
student involvement in
to reflect achievement their assessment?
“If we intentionally provide effective, on their assessments of
descriptive feedback during assessment learning.
for and as opportunities, then students will
be more successful in demonstarting their Staff engaged in a pre PLC survey which required them to
learning.” reflect on their current descriptive feedback practices. A post
PLC survey will be conducted which will provide staff with
During divisional professional learning communities (PLCs), the opportunity to reflect on their own growth and next steps.
staff engaged in collaboratively developing grade level Staff will also collaboratively analyze grade-level bar graphs
diagnostic math assessments linked to curriculum-based comparing the assessment for and of data, to determine the
learning goals. The results of these assessments for learning effectiveness of the PLCs and to consider next steps as we
were posted. Staff then engaged in ongoing PD with a focus continue the journey of learning together.
on developing strategies for providing effective descriptive

“Pedagogical documentation stops the train of standardized expectations and slows down our thinking
processes to consider some topic with exquisite care.” (Wien, Guyevskey, & Berdoussis, 2011) – Building 13
Capacity Series, Secretariat Special Edition # 30
 COLLABORATIVE INQUIRY
MATHEMATICAL PEDAGOGY THROUGH PARENT/FAMILY ENGAGEMENT
As part of our Catholic School Learning Plan, St. Teresa of
Avila has continued to support our learning community and
enhance the mathematical support that is being delivered at
school and at home. In recent months, staff have worked
collaboratively in small inquiry teams to explore various ways
we are able to enhance our mathematical instruction. Through
this collaborative learning, the importance of focusing on the
processes in math has emerged as key to moving our learners
forward. As a staff, we have had the opportunity to go deeper
with our understanding of numeracy instruction and also to
create an action plan that included extending our support
to our parent community through a Mathematical Parent
Engagement Night. Our Primary, Junior and Intermediate
staff faithfully committed their time and effort to engage
our parent community by demonstrating and presenting
MATHEMATICAL PROCESSES: A GATEWAY TO INQUIRY
“Lifelong learners of mathematics build new knowledge and skills in prior
knowledge using mathematical processes. “
Staff at Pauline Vanier were given a survey at the beginning
of the school year, the purpose of which was to determine a
school focus for the numeracy inquiry. Staff overwhelmingly
chose procedural fluency and math processes as
their focus. During a P.D. day, staff had
the opportunity to explore further
into the math processes. Four
How can inquiry
out of the seven mathematical
in one area of the
processes were chosen for
curriculum transfer to
staff inquiries; communication;
other areas?
reflection; selecting tools and
computational skills; and reasoning
and proving. This exploration of the
math processes, assisted teachers to construct their own
individual inquiry question, based on class need and teacher
professional development requirements.
After the construction of individual teacher inquiry questions,
staff were divided into small collaborative learning teams,
of approximately two to four teachers. Learning team
membership was based on teacher PD needs in the
mathematical process and similarity amongst inquiry
“…collaborative teacher inquiry is rapidly becoming a commonly held stance within professional
practice in Ontario as we transform our conceptions of professional learning” (Hannay,
Wideman, & Seller, 2010), Building Capacity Series, Secretariat Special Edition # 16
how three-part math lessons are
used at Avila in conjunction
with the UMCL model How can teachers
(Understanding, Make a and parents further
Plan, Carry out the Plan, collaborate with each other
Look Back). Parent/Family to enhance mathematical
engagement was deemed support at school and
home?
as a priority, thus parents/
families were actively
engaged as staff demonstrated
how manipulative tools are effectively used in all d i v i s i o n s .
Moreover, various mathematical resources were shared and
provided in order to increase parental support and access
to the various mathematical pedagogy that are currently
occurring at Avila.
questions. This resulted in team membership across grades
and divisions. Each learning team met monthly with the
support of the SAT teacher and, on one occasion, a math
consultant was able to join us at the school.
This year, the inquiry meetings have been conducted within
classrooms, as opposed to a conference room. This key
difference has facilitated easy access to charts, visuals and
assessment materials to share with the team and assist with
problem solving. The classroom changes at each meeting
thereby allowing each staff member the opportunity to host
and share their learning environment.
Numeracy inquiry learning and is now beginning to be
transferred to other subject areas such as Language and
Science. Overall, the inquiry sessions have been quite
successful and can be summarized by one teacher’s quote.
“I finally had a question that was a real need and it could
benefit the class.” Our collaborative inquiry will culminate
in a sharing session in June, when staff will have the
opportunity to share the results of their inquiries.
14
 COLLABORATIVE INQUIRY

COLLABORATING TO PERSONALIZE INSTRUCTION IN GR. 9 MATHEMATICS

Teachers of Grade 9 Mathematics at John Cabot Catholic S.S. powerful conversations about individual student achievement,
are taking a team approach to instruction again this year, while precise intervention, and instructional next steps.
at the same time incorporating a new strategy to personalize
support for all learners: A Data Wall! To further support Grade 9 students and explore assessment
strategies, administrators and teachers of John Cabot S.S.
In alignment with our Catholic have engaged in various co-planning/co-teaching cycles with
As we work together to School Learning Plan, staff Canadian Martyrs, one of their feeder schools. Teachers have
expand our repertoire of are particularly focused demonstrated a growth mindset as they have co-taught
assessment strategies, on improving student with various roles including administrators and consultants,
how do we continue to achievement in Grade 9 shared video recordings of their consolidations of the 3 part
make student thinking Applied Mathematics. lesson, and provided work samples from their students with
visible and respond To this end, they have the cross-panel group. These professional learning cycles
to it? created a Gr. 9 Math Student have allowed Grade 6-10 teachers to implement rich open
Data Wall to visually represent, mathematical tasks, intentionally align instructional and
track and monitor individual student assessment strategies, and explore education research with
progress throughout the semester. While the Grade 6 EQAO a focus on student gaps in proportional reasoning.
Mathematics Assessment results were used as one source
of data, teachers continuously implement assessment for/as Moving forward, staff at John Cabot S.S. will continue to
strategies to gather more information about their learners in collaboratively personalize intervention in a timely manner
order to update the data wall but more importantly, engage in and close gaps in student achievements.

TECHNOLOGY INSPIRED LEARNING

into the system, over 100 school teams, involving teachers,

have taken part in professional learning opportunities related
to the iPad cart, apps and universal design for learning,
uplifting learning for all, including students with differing
abilities. Emergent technologies, integrated into existing and
evolving structures, combined
with personal devices and
innovative practice will inspire How can
A 21st century learning environment, rooted in faith and the new relationships in the technology best
Ontario Catholic School Graduate Expectations “calls each of months ahead, inviting a support learning
us into the wonder of life”, inspired by imagination, creativity transformation of teaching within the 21st century
and innovation, creates the necessary conditions for students and learning, re-imagining context?
to become knowledge creators, global problem solvers, and and reinvigorating learning
life-long innovators. The evolving nature of technology and for all.
its growing impact on teaching and learning has inspired new
opportunities for both staff and students. Through the work of
the ICT, Program and Special Education and Support Services
Departments and the release of over 4500 tablets /iPads

“[Technology] … offers immense possibilities for encounter and solidarity. This is something truly good, a gift
from God.” Pope Francis 15
Loving, Learning and Leading Anthology, Volume 2, Number 2
An electronic copy of the Anthology can be accessed in the
Publication section of the dp24 portal.

Dufferin-Peel
Catholic District
School Board

Programs and services in Dufferin-Peel Catholic District School Board are each
rooted in our Catholic worldview and inspired to support