Whistler Secondary

Home » Pathways Journey

Pathways Journey

Welcome to our Pathways Journey….

The purpose of this page is to provide parents and members of the school community an opportunity to follow along, learn, and participate in the learning journey of our school. We hope you find the information presented on this page useful in meeting your needs to better understand the changes and decisions happening in the province, our district, and our school around education.

We will be updating this page frequently, so please continue to check back. Multiple points of information will be presented on this including information from the British Columbia Ed Plan, our District’s Pathways to Learning, Global perspectives (ie: Shift Happens), and research.

We welcome any feedback you might have and would encourage you to ask questions about what this journey means to you and your child(ren).


What is “Pathways to Learning?”

Pathways to Learning is just as it sounds…a selection of strategies and structures in our district designed and used to help our students achieve 21st Century skills (called competencies) in the areas of Critical Thinking, Collaboration, Contribution (Citizenship), and Creativity.

What about curricular content?

Curriculum is important for our students to know. However, deeper learning involves students taking that knowledge and applying it to develop core competencies….in other words, we don’t develop core competencies in students to learn content.

We Teach Content >>>>>>>To Develop>>>>>>>Critical Thinking, Creativity, Contribution, and Collaboration

What can I expect to see that’s different?

Changes are often varied and depend on several variables. For example, a classroom strategy (Project-Based Learning) or departmental initiative (Instructional Assessment) may be more responsive to change than a school program or district/provincial plan. However, these changes usually involve a “Big Idea” that encompass a systemic change. Our systemic change focuses on the following…

As we “…create safe, purposeful and powerful learning environments in order that all students can think critically, create, collaborate, contribute and learn…” we are moving from

i. working in isolation to working in collaboration with students, parents, and the school community

ii. a mode of reacting, to learning with purpose and authenticity

iii. models of compliancy to engagement

(Tony Wagner, “Change Leadership: A Practical Guide to Transforming Our Schools, 2005) 

So, as we work to improve the learning opportunities of our students, parents, and staff, we would need to ask ourselves if we are moving from ISOLATION, REACTION, and COMPLIANCE to COLLABORATION, PURPOSE, and ENGAGEMENT.

So how do I know learning is happening? How is this measured?

In order to reduce the vulnerability of our students, we need to carefully consider data. The data we consider depends on how we interpret it and use it to inform our planning. There are several sources of data available including provincial (Satisfaction Surveys, provincial exams, graduation rates, completion rates, etc.) and school-based (transition rates, readiness levels, attendance, course-based assessments, anecdotal, parent and student feedback, etc.). While this data is valuable, it must be used with caution. It should be dis-aggregated (drilling down to determine where vulnerabilities exist) and triangulated (used with other data sources) to determine if what you believe it represents is reliable and valid.

What do you do with all this data?

We use this data to help inform our decisions by answering the following questions:

1. Does this information help us engage in purposeful and meaningful learning? (Moving from Reaction to Purpose)

2. Does this information lead us to decisions about learning in isolation to collaboration? (Moving from Isolation to Collaboration)

3. Does this information help us develop pedagogy that engages learners? (Moving from Compliance to Engagement)

In answering these questions, we’re in a better position to mobilize resources and change instructional practices. Similarly, if done correctly, triangulation of data should result in the ability to identify the problem of practice and apply the general improvement strategies needed.

How does this tie Pathways and the development of Core Competencies together?

Through our Pathways, we form our pedagogical approach to move us towards developing core competencies in our students.

Theory of Action Pathways

This approach honors the pedagogy (instruction) and the teachers, not the programs themselves. Students are in a position to articulate their deeper learning through a process that encourages purpose, collaboration, and engagement.

What is a Theory of Action and why is it used to build a school improvement plan?

Theories of Action uses specific data sets (triangulated data) to connect general improvement strategies to specific problems of practice. Theories of Action are essential in designing a School Improvement Plans since they are easily identified as If what…Then what statements that act as causal links in a chain. The statements in a Theory of Action are falsifiable (we should be able to prove/disprove them) and they articulate where you intend to focus your energy. Click here for an example of a Theory of Action.

 

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s