Rethink Secondary Learning: A Resource for Moving Forward

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Rethink Secondary Learning

Contents 5

9

Who we are

Programs and courses Enrolment

13 Developing this resource Rethink Secondary Learning Committee Discussion groups

Online survey

17 Learning environments Learning experiences Learning aspirations

33 A framework for action

Putting it all together Our commitment to Rethink Secondary Learning

40 References Appendices

In the beginning

Changing society, changing needs Consulting with our stakeholders Sharing experiences and ideas Look for these features throughout

Implications

Honouring diverse perspectives


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To Our Community:

For us , th is is a report of a different kind. This report is d i fferent because,together with our s takeholders , we are re thinking decades of whatsecondary school educat ion has looked l ike for the Thames Val ley Dist r ic tSchool Board.

I chal lenged our Team to envis ion a way to bet ter prepare our secondary

provide new and innovat ive programs, courses , ins t ruct ional pract ices , andlearning spaces in order to provide a more re levant and inspir ing secondaryschool exper ience for s tudents today and in the future . To do this , weneeded to hear f rom the s takeholder s who held the answers , and combine i twi th informed evidence f rom leading researchers .

Over the course of four weeks, we engaged the voices of our Thames Val leylearning community in the dia logue about re thinking secondary learning.With the ass is tance of Teamworks Incorporated, a th i rd-par ty consul tant ,

and our own TVDSB Senior Adminis t ra t ion and Research and Assessmentteams, we heard f rom secondary and elementary s tudents , parents / caregivers , s taff , teachers , adminis t ra tors , Trustees , recent graduates ,postsecondary inst i tu t ions and employers . Over 2 ,000 voices came togetherto provide input on a more valuable learning exper ienceand i t i s v is ionary.

In this report , we are br inging together these voices and vis ion to bet terunders tand how we wil l create a more responsive and progressivesecondary school learning community. The report presents s takeholdersbel iefs and aspira t ions a long with compel l ing educat ional research aboutways that our s tudents lear n and their educat ional needs and desires i n aglobal community. This input wil l a l low us to plan and del iver the highestqual i ty programs and exper iences for a l l of our s tudents .

Our f ramework for Rethink Secondary Learning is out l ined in the RethinkSecondary Commitments , which wil l help us t ransla te our shared vis ion intopract ice . I t i s imperat ive that we del iver on these commitments to changingthe secondary model based on your input and educat ional research.

A future report wi l l out l ine s t ra tegies for our next s teps and how we wil lcreate new opportuni t ies for s tudents that are agi le enough to cont inue tobe vis ionary moving forward. I t i s t ime for a bold, new vis ion for secondaryeducat ion. Our s takeholders are ready for t ransformat ion and our s tudentsdeserve i t .

Laura El l iot t

Director of Educat ion


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Thank you to everyone who shared their s tor ies and perspect ives throughthe discussion groups and onl ine survey. Your passion, ins ights andaspirat ions are t ruly invaluable!

We would l ike to recognize the very important role played by Max Carboneand Alfonso Aiel lo f rom Teamworks Incorporated. This report would nothave been possible without their knowledge, ins ight and innovat ive thinking.

In addi t ion, we would l ike to acknowledge the input and guidance providedby the ent i re senior adminis t ra t ive team. They deserve a very special thankyou for their vis ion and dedicat ion to secondary learning.

A message from the authors

Kevin Bushe l l , Execut ive Off ice r

Laura El l io t t , Di rec tor o f Educa t ion

Richard Hoffman, Publ ic Affa i r s Coord ina tor

Rose Anne Kuiper, Learn ing Superv isor

Don Macpherson , Super in tendent o f S tudent Achievement

Paul McKenzie , Super in tendent o f S tudent Achievement

Vale r ie Nie l sen , Assoc ia te Di rec tor o f Educa t ion , Learn ing Suppor t Serv ices

Jeff Pra t t , Assoc ia te Di rec tor o f Educa t ion , Organiza t iona l Suppor t Serv icesNorah Rayf ie ld , Research and Assessment Assoc ia te

Barb Sonie r, Super in tendent o f S tudent Achievement

Tania Tes ta , Communica t ions Manager

Karen Wi lk inson , Super in tendent o f S tudent Achievement

Jack ie Wood, Research and Assessment Assoc ia te

Rethink Secondary Learning Committee Members


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A Resource for Moving Forward

1Part 1: Our Purpose

Part 1 Our Purpose 5

6 Changing society,changing needs

6 Consulting with ourstakeholders

7 Sharing experiencesand ideas

7 Organization of this

resource

Over 220 years ago, the first publicly funded secondaryschool opened in Ontario. Education during this time focusedon reading, writing and arithmetic and instilling in studentswhat was considered appropriate modes of thought andbehaviour (Canadian Encyclopedia, The History ofEducation, 2015). The goal was to give students the skills the

state believed were necessary to live in the newly introduceddemocratic system.

Today, the goal of secondary school education has evolved toinclude other elements such as a positive sense of self, thedevelopment of skills for students to reach their full potential,high academic performance and the ability and motivation toengage in lifelong learning (Ontario Ministry of Education,2014).

In the beginning

7 Look for thesefeatures throughout


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Part 1 Our Purpose6

Changing society, changing needsAs we continue into the 21 st century, our communities have becomemore diverse. We now have access to technologies that bringincredible levels of connection. Most of us belong to multiple

communities through our schools, work, our interests and hobbiesand our belief and value systems. Similarly, our schools are focalpoints for interactions that easily link students with people acrossour region and the world.

The opportunities and challenges students faced in the 18 th centuryare different from those students face today. Students need todevelop and apply knowledge and skills in different ways to addressthese complex and global issues.

Schools have changed throughout the past to respond to evolvingneeds and we believe that todays secondary schools are on theverge of another change. One that involves technology, our

communities and the globalization of our society and economy.

Consulting with our stakeholders

In the wake of these changes, we setout to answer the following question:Are our secondary schools providingyouth with the knowledge and skills toreach their full potential in todayschanging reality? We heard from ourstudents, their parents/caregivers,teachers, administrators, trustees,board employees and post-secondaryand industry leaders. They sharedtheir experiences, their beliefs andideas about secondary learning. Theydiscussed what they value, their

aspirations and what they feel isneeded to help students reach theirfull potential.

Much of what was shared is echoed through years of researchoutlining essential knowledge and skills and the types ofenvironments and experiences that best facilitate learning (Pleasesee References on pages 40-42).

The problems facing our kids

are global and complex. Theireveryday experiences in schooldo not align with the worldtodaya world characterized bydiversity, rapid change and ever-more-sophisticatedtechnologies.

Canadians for 21st CenturyLearning & Innovation,

2015, p. 9

Through the Rethink SecondaryLearning initiative, ThamesValley District School Boardaspired to:

engage all stakeholdergroups in identifyingstudents needs andinterests, as well asemerging local and global

explore programs, practicesand structures that meetidentified needs andaspirations.

A child born today will graduatefrom high school into a verydifferent world. By 2030, simplyknowing facts will have littlevalue. Education will need toequip learners to thinkcreatively, independently,rigorously and collaboratively infull awareness of themselvesand their social context.

Brooks & Holmes, 2013, p. 6


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Part 1 Our Purpose 7

Sharing experiences and ideasThis report merges the stories and opinions of our stakeholders withthe knowledge and experiences gained from extensive research. Ithighlights both the diversity of our students and educationalaspirations, as well as the shared beliefs and values that exist withinand across stakeholder groups.

Look for these features throughout

In the i r own vo icesWhat par t i c ipan ts shared dur ing consu l ta t ionsess ions

Did you know?Fac ts and observa t ions to p rov ide backgroundinformat ion

From the researchIns igh t and ideas f rom the l i t e ra ture to deepenunders tand ing

Organization of this resourceThis resource is organized into five parts. The first two partsintroduce readers to the purpose for this initiative and provides

District School Board and more generally about trends in secondaryeducation.

Part three outlines the approach taken to engage stakeholders inthe process of understanding the current reality and share ideas formoving forward. This section also highlights how stakeholderperspectives were gathered and analyzed.

Parts four and five are the core of the resource. In these sections,the collective story of stakeholders is shared and infused withrelevant research. These values, insights and aspirations informspecific next stepsour commitment for moving forward.


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2Part 2: Our Reality

Part 2 Our Reality 9

Thames Valley District School Boards (TVDSB) populationincludes students from both rural areas and urban centers.Currently over 22,000 students attend secondary schoolsthroughout our school district. Our students have incrediblydiverse experiences, backgrounds, needs and aspirations.

In addition to our increasingly diverse student population,Thames Valley is one of the largest boards in Ontario,covering an area of over 7,000 square kilometers. TVDSBservices students within four regions (Elgin, London,Middlesex and Oxford) and three First Nations (Chippewas ofthe Thames First Nation, Munsee-Delaware Nation andOneida Nation of the Thames).

10 Enrolment

11 Programs andcourses

11 Implications

Who we are


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Part 2 Our Reality10

EnrolmentSince a peak in 1999-2000, the TVDSB has experienced a declinein secondary enrolment. This decline is due to a number of factorsincluding: the elimination of grade 13/OAC, the 34 CreditThreshold, a general demographic trend toward fewer children per

family and relatively lower immigration rates for the region (OntarioMinistry of Finance, 2012).

As the Secondary Enrolment Historical and Projected chart belowillustrates, the secondary decline for TVDSB is projected tocontinue through to 2017-2018 after which enrolment numbers areexpected to stabilize and then further decline. Even with thisanticipated stabilization, enrolment numbers at the secondary levelare not expected to reach the levels experienced in the late 1990s.

Approximately 1 in 5 studentsin secondary school has anIndividual Education Plan.(IEP).

Over the past six years, thenumber of self-identified FirstNations, Mtis or Inuitstudents has increased by43% - up to 2.8% of theentire student population.

1 in 10 secondary studentsare born outside of Canada

and about 5% are Englishlanguage learners.

The number of InternationalStudents enrolled in TVDSBis increasing steadily.

Over the last couple of years,as many as 1400+ secondarystudents attended alternativeeducation programsthroughout each school year.

Student Diversityin TVDSB

Over the past three years, onaverage, 77% of first-timeeligible students passed theGrade 10 Literacy Test.

Over the past three years, onaverage, the percentage ofstudents achieving at or aboveprovincial standard in Grade 9Mathematics was 41% inapplied and 82% in academic.

In 2014-2015, 72% of studentsachieved 16 or more credits bythe end of Grade 10.

In 2015 the four-yeargraduation rate was 66% andthe five-year rate was 78%.

Figure 1: Secondary Enrolment Historical and Projected

22,000

22,500

23,000

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24,000

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25,000

25,500

26,000

2 0 1 0 - 1

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2 0 1 1 - 1

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2 0 1 6 - 1

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2 0 1 9 - 2

0

2 0 2 0 - 2

1

School Year

The effects of declining enrolment are far-reaching given that overtwo-thirds of a school boards revenue is based on enrolment.Continued drops in enrolment will result in reductions to both thenumber and variety of courses and supports offered. As outlined inthe Declining Enrolment Working Group report, the cost ofmaintaining excess and underutilized school space can divert

significant resources from programs and services forstudents (2009, p. ii).

Offering secondary students courses for multiple pathways (see p.11 for a description of the pathways) to post-secondary success canbe difficult. This is especially true in smaller schools since it is anexpectation that all schools will offer both a sufficient number ofcourses and courses of appropriate types to enable students tomeet the diploma requirements. Schools are not expected to offerall courses in all course types, but must provide a range of choicesappropriate to the needs and interests of their students (OntarioMinistry of Education, 2011, p 65).

Student Achievementin TVDSB


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Part 2 Our Reality 11

Programs and coursesTVDSB offers optional programs such as French Immersion andEmphasis Technology to secondary students across the region. Aswell, the Specialist High Skills Major (SHSM) program is offered at23 schools across Thames Valley. The SHSM is a Ministry

approved specialized program that allows students to develop theirskills in the following areas: Agriculture, Arts and Culture, Business,Construction, Environment, Health and Wellness, Horticulture andLandscaping, Hospitality and Tourism, Information andCommunications Technology, Manufacturing, Sports andTransportation (see Appendix E for program descriptions).

English as a Second Language (ESL) and English LiteracyDevelopment (ELD) programs and courses are also offered acrossThames Valley to support our English language learners.

Throughout Thames Valleys secondary schools, the number andtype of courses being offered varies. The range of courses that

students can access depends on a number of factors including:graduation requirements, student interests, availability of staff andfunding. As a result, schools are not always able to run all coursesthat students express an interest in taking. In addition, it can bedifficult for schools to deliver programming that is responsive todiverse student learning needs. Program delivery is explored ingreater depth on pages 22-25.

Specialized Programsin TVDSB

48 Specialist High SkillsMajor Programs

6 Emphasis-Technologysecondary schools

Partnerships with FanshaweCollege, Lambton Collegeand Western University tooffer dual-credit, SchoolWithin a College and SchoolWithin a University

Work internship programs

offered in 22 secondaryschools

Approximately 450 studentswill participate in the OntarioYouth ApprenticeshipProgram during the 2015-2016 school year

Alternative educationprograms like ASPIRE offerstudents increased flexibilityin their learning journey andthe opportunity to obtain an

OSSD Programs such as Bealart

offer the opportunity forstudents to access specialistteachers, community mentorsand specialized equipment

Implications

Diversity and equity

Ontarios Equity and Inclusive Education Strategy outlines the

importance of equity in education. In an increasingly diverseOntario, that means ensuring that all of our students are engaged,included, and respected, and that they see themselves reflected intheir learning environment (Ontario Ministry of Education, 2009, p.5). Recognizing and promoting diversity within the TVDSB is animportant aspect of the Boards Strategic Plan. In our increasinglydiverse society it is imperative that TVDSB programs and resourcesare available, accessible and appropriate for all of our students.

Enrolment and fundingAs secondary school enrolments shrink and the percentage ofstudents with diverse backgrounds and needs increases, programviability becomes more problematic. Enrolment is directly linked toboth funding and staffing since the Ministry of Education allocatesthe majority of school board revenue based on student enrolmentnumbers (Ontario Ministry of Education, 2016, p.11).

Smaller secondary schools are faced with offering a limited varietyof courses for their students. Some courses cannot be offered everyyear making the full range of programming a challenge to deliver(Declining Enrolment Working Group, 2009) .

The Thames Valley District School Board faces a challenging future:with shrinking resources, how to create and maintain qualitylearning opportunities in all secondary schools for all students.

TVDSB honours a variety ofpathways to post-secondary

success by offering a variety ofprograms and courses thatprepare students for: Apprenticeship training

College

University

The workforce

Community living

Ontario Ministry of Education,2013c

Pathways to Success


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3Part 3: Our Approach

Part 3 Our Approach 13

This document was developed through consultation with awide range of people and a careful examination of theresearch literature.

The development process involved:

summarizing information about our diverse studentpopulation including current trends in achievement and

listening to stakeholders experiences and ideas regarding

enhancing our stakeholder perspectives with relevant

working closely with system leaders to develop

commitments to rethink secondary learning.

Developing this resource 14 Rethink SecondaryLearning Committee

14 Discussion groups

15 Honouring diverseperspectives

15 Online survey


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Part 3 Our Approach14

Rethink Secondary Learning Committee

In the Fall of 2015, a working committee was created to oversee thedevelopment of this resource document in order to bring together thevoices of our stakeholders and address the evolving needs of our

secondary students.This Committee is comprised of senior administrators, as well asrepresentatives from Communications and Research andAssessment Services. This Committees primary task was to provideinput and oversight in supporting the design and implementation ofthe stakeholder discussion groups, development of the onlinesurvey, analysis of results and the creation of the final report.

To enhance the objectivity and independence of the Rethink project,the Committee decided to hire an external consultant, TeamworksIncorporated. Together, the Committee and Teamworks Incorporateddiscussed the questions, sampling guidelines, discussion group

procedure and framework for analyzing the information shared byparticipants. Members of the Teamworks Incorporated stafffacilitated the discussion groups and coordinated the online survey.

The discussion sessions gave our stakeholder groups theopportunity to share their perspectives and learn more about theexperiences and ideas of others.

Conversations focused on the following:

experiences and opportunities valued by students,

beliefs about what contributes to success in secondary school,

diverse interests and goals, and

ideas about what knowledge and skills are needed to thrivetoday and into the future.

Sessions were held from March 7th to March 10th, 2016. Thenumber of participants by stakeholder group is outlined in Table 1(left). Groups were comprised of approximately 10 participants fromthe same stakeholder group, but representing different schools/ sectors. Participants had the opportunity to write down theirthoughts on questions posed by facilitators prior to discussions attheir table. Every participant was invited to share their individualperspectives before moving on to a group discussion. Scribes sittingat each of the tables recorded individual responses verbatim.

Discussion groups

Groups Count

SecondaryStudents

350

ElementaryStudents

80

Parents/Trustees 81

TVDSB Staff 210

Employer Groups 17

Post-SecondaryInstitutions

14

TOTAL 752

Table 1: Discussion Group Counts


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Part 3 Our Approach 15

Online survey

In addition to discussion groups, all stakeholders were encouraged tocomplete an online survey (Appendix B). Initial themes drawn from theconsultation sessions were used to form the survey questions. Surveyitems were further refined with input from the Committee. The surveywas available online for completion from April 6th to April 18th, 2016.

The online survey collected responses from seven differentstakeholder groups which included: elementary students, secondarystudents, parents/caregivers, recent graduates, staff and trustees,post-secondary institution representatives and employer groups. Thenumber of responses from these groups are shown in Table 2 (right).Due to the small number of participants from the recent graduates,post-secondary institutions and employer groups, these responsegroups were excluded from the statistical analysis. However,descriptive data has been included (see pp. 30-31).

The online survey results were analyzed by comparing participantgroup responses. The questions involving secondary schoolexperiences and skills were designed using a scale from 0 to 10,where 0=not at all important and 10=extremely important. Means andstandard deviations were calculated for each item (pp. 30-31). Ananalysis of variance (ANOVA) was also conducted and for significantdifferences, Tukeys post hoc comparison was used to calculateadjusted p-values (see Appendix C).

Stakeholders collective perspectives, as shared through thediscussion sessions and online survey, are presented in thesubsequent section.

Honouring diverse perspectives

There was a tremendous amount of information shared during theconsultations. Scribes captured individual responses during thesessions. In respect of the diverse perspectives shared by all, every

response was read, re-read and coded. No weighting was applied asall realities and ideas from our stakeholders are valuable.

There were several researchers who analyzed the scribed responsesfrom stakeholders. As a means of increasing consistency, a codingframework was created. This framework was derived from an initialreview of the data. The framework further evolved throughout theanalysis process in response to new ideas and interpretations. Similarideas were grouped together and, where possible, direct quotes usedto convey participant stories using their own words. These storiesform the basis of the report and are enhanced with survey responsesand relevant research. Any differences between and within groups,where they exist, are highlighted throughout.

Groups Count

SecondaryStudents

463

ElementaryStudents

63

Parents/ caregivers

625

TVDSB Staff/ Trustees

255

EmployerGroups

21

Post-SecondaryInstitutions

30

TOTAL 1466

Recent TVDSBGraduates

9

Table 2: Survey Response Counts


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4Part 4: Our Story

Part 4 Our Story 17

In a time of continuous and rapid change in technology andemployment opportunities, stakeholders from TVDSB areembracing the opportunity to rethink secondary learning.Through face-to-face and online consultation, students, staff,parents/caregivers, trustees, and representatives fromemployer groups and post-secondary institutions shared theirbeliefs, experiences and ideas. What emerged is a need anddesire to enhance secondary learning to ensure qualityopportunities for all students.

These three overarching themes of quality learningexperiences, diverse opportunities and equity align with theIncheon Declaration of Education 2030: Towards inclusiveand equitable quality education and lifelong learning for all(UNESCO, 2015). The themes of quality learning, diverseopportunities and equity were described by stakeholders inthe following ways:

Quality learning experiences supported through positiverelationships, excellent instructional practices, up-to-date

resources and learning spaces and strong connectionswith the broader community (e.g. parents/caregivers,industry, non-profit sector, post-

Diverse opportunities for students to pursue their interests,both curricular and extracurricular, engage in hands-onand experiential learning and develop the knowledge and

Equity of opportunities in the form of programming andresources that meet individual needs and aspirations bothwithin and across all secondary schools.

The more specific details of what stakeholders shared areorganized within the categories of learning environments,learning experiences and learning aspirations. Each of thesecategories is further divided into several subcategoriesderived from the discussion sessions and relevant literature.The third category, learning aspirations, is organized aroundUNESCOs Four Pillars of Learning (Delors et al., 1996).

Learning environments18 Culture

20 Context

21 Physical space andresources

Learning experiences

22 Courses andprograms

23 Instruction andassessment

25 Extracurricularopportunities

Learning aspirations

26 Learning to know

27 Learning to do

28 Learning to livetogether

28 Learning be

Online survey analysis

29 Stakeholderperspectives

30 Commonalities anddifferences


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Part 4 Our Story18

Learning environments

Through the consultation sessions stakeholders shared theirperspectives on what they value most and believe contributes tostudent success * in secondary learning. Many comments referred to

the settings, social and emotional dimensions and cultures in whichlearning is best supported.

Relationships built on trust and respect

Positive interpersonal relationshipswith friends, family, staff and peersis both valued by stakeholders andbelieved to contribute to success(see Figure 2 below for surveyresponses).

Stakeholders shared their beliefsthat learners are more engaged andhave better outcomes when theyare surrounded by people who careabout their emotional well-being.

Caring behaviour was described by stakeholders as encouragingand inspiring students to try new things to explore personalinterests, develop strengths and reach their full potential. As well,stakeholders highlighted the importance of having counsellors,teachers and administrators who listen, are patient and provideguidance around school and personal issues.

All of these factors influence student motivation and engagement inthe learning process and have been found to result in meaningfulchange and growth academically, socially and developmentally

-

Wang & Eccles, 2012).

When they [students] are valuedand respected they are morelikely to be successful. Itmotivates them to do well. It alsohelps build their self-esteem

Parent/caregiver

*No definition of success was provided. Some stakeholders commented on thefact that success means different things t o different people.

Artwork by: Aleksandra Romanowski

Research suggests that socialsupport from teachers, peers,and parents can promote

positive academic outcomes andprevent negative psychologicaloutcomes during adolescence.

Wang & Eccles, 2012, p. 877

School climate matters.Sustained positive climate isassociated with:

positive child and youthdevelopment,

effective risk prevention andhealth promotion efforts,

student learning andacademic achievement,

increased studentgraduation rates,

and teacher retention.

Thapa et al., 2013, p. 369Figure 2: Perceived importance of relationships. Mean response by stakeholdergroup where 0 = not at all important and 10 = extremely important.

What is valued andcontributes to success:

A culture for learning thatencourages all students to feelwelcome and valued equally.

Trustee

Supportive teachers. People youcan trust to talk to aboutanything.

Secondary Student


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Part 4 Our Story 19

High expectations

During the consultation process stakeholders spoke of theimportance in both challenging learners and believing that allstudents are capable of fulfilling high expectations - academicallyand socially. There was acknowledgement that necessary supportsmust be in place to create opportunities for students to establishand reach personal learning goals.

High expectations are deemed to have a self-fulfilling prophecyeffect such that beliefs influence behaviour and ultimately learningoutcomes (Rubie-Davies et al, 2014). There is substantial evidencepointing to the protective and positive association between highexpectations within the learning environment and studentachievement and well- Henderson, 2013). Studies have shown that students are morelikely than not to meet expectations regardless of whether they arehigh or low, correct or erroneous (Hattie, 2009).

Teachers expectations abouttheir students affect studentsopportunities to learn, theirmotivation and their learningoutcomes

APA Coalition for Psychology inSchool and Education, 2015

Passionate teachers that pushus to do well.

Secondary Student

Safe and inclusive environments

Both during the consultation sessions and via the online survey (seeFigure 3 below) stakeholders identified the importance of creatingand maintaining learning environments where all students feel: physically and emotionally safe, connected to others at school, free and proud to be themselves, supported to ask questions,

share ideas and learn from oneanother, and

encouraged and supported totake risks and make mistakes.

The need to feel safe - physically, emotionally, socially andcognitively - is a human one. Learning and development is directly

impacted by the environment in which we find ourselves. Positive,inclusive and safe spaces result in better mental and physical

Eccles, 2012).

Gay Straight Alliance Conference, 2015

Figure 3: Perceived importance of safety and inclusivity. Mean response bystakeholder group where 0 = not at all important and 10 = extremely important.

Where students see them-selves reflected in the school.

Trustee

An amazing place to learn:

Caring teachers and peers thathelp encourage studentsbeyond what they think they arecapable of.

Teacher

High expectations and beliefthat ALL students can learn.

Senior Administrator

Positive culture. Students wantto be happy, safe andwelcomed at school. A sense ofbelonging...

School Administrator

A good learning environment

where you dont feel scared toanswer questions or give youropinion in class and feelcomfortable with the teachersand students around you.

Elementary Student


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Part 4 Our Story20

Flexible schedules

Structured and unstructured aspects of the school day, includingscheduling, influences the ability of secondary schools to be

responsive to students needs. Research suggests that flexiblescheduling and the opportunity for students to engage inunstructured activities throughout the day supports adolescentsneeds for greater personalization, autonomy and connectedness(Ellerbrock & Kefer, 2013).

When referring to flexibility in scheduling, stakeholders provided avariety of descriptions including: learning at your own pace, flexiblestart and end times and catch up or flex-time to review, digdeeper or get extra help.

Within the literature, flexible structures and scheduling often includelearning approaches that allow for more organic movement betweenlearning activities, removing barriers of traditional bell schedulemodels (Johnson et al., 2015, p. 8). Proponents of these modelssuggest that versatile schedules are more student-centered andfacilitate authentic and deeper learning (Brooks & Holmes, 2014).

Supporting the whole student

Representatives from all stakeholder groups spoke of the value andneed for providing holistic supports and services. Examplesprovided throughout the four days of consultation include: breakfastprograms, counselling and mental health supports, one-on-one helpwith school work from educators and peer tutors, outdoor educationand connection with community.

Online survey results also underscored the importance of guidanceand career counselling services, as well as mental health supports(see Figure 4 below).

Growing evidence indicates how tending to the social emotional andphysical well-being of students enhances learning environmentsand optimizes academic outcomes (Murray-Harvey, 2010).Research from the field of cognitive, affective and socialneuroscience substantiates the interplay of the mind, body andculture in learning and thinking (Immordino, Yang, 2011).

Artwork by: Nina MalczewskiSubmission for the Mentally HealthySchools Student Voice Competition, 2016

Students learn best if theirschool is a place that is safe andthat we provide needs like foodand counselling, so they donthave to worry about that while

they are in school...Teacher

Find a way to individualizeworking pace.

Secondary Student

Creative timetabling solutions.Maybe not all classes need thesame length


Key components at the core ofthe Ontario Ministry of

Educations (2016c) well-beingstrategy:

Figure 4: Perceived importance of holistic supports. Mean response by stakeholdergroup where 0 = not at all important and 10 = extremely important..


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Part 4 Our Story 21

Flexible and modern learning spaces

Responding to the question What would make school an amazingplace to learn? students, staff and parents/caregivers spoke about the

importance of physical spaces (see Figure 5 below for surveyresponses). In particular, designing physical spaces to accommodatelearning where form follows function. Stakeholders described idealphysical spaces as follows:

able to accommodate independent and group learning, technology-rich with access to equipment and Wi-Fi, bright, clean and comfortable indoor facilities (e.g., air quality,

temperature, natural light), outdoor learning spaces, furniture that is comfortable and can be easily reconfigured when

necessary, and common areas that can accommodate a variety of activities (e.g.,

socializing, de-stressing, studying/coursework, physical activities).

There is a growing body of research to support the notion that designelements and features of physical classroom spaces affect teacher

Byers, Imms & Hartnell-

Access to up-to-date, relevant and necessary resources

In order to facilitate quality learning opportunities, stakeholdersidentified the need to provide students with up-to-date and relevantresources (Figure 5 below summarizes survey results related to thistheme). Technology and specialized equipment were most commonly

cited as non-human resource needs. Access to robust technologicalinfrastructure is necessary for some students (e.g., to access thecurriculum and to demonstrate learning using assistive technology) andgenerally speaking beneficial for all (Ontario Ministry of Education,2013a).

In fact, some researchers argue that technology-rich environments

2010). Such environments are characterized by the integration ofappropriate technology with effective instructional practices and afocus on enhancing digital skills.

Access to the tools you need sothat you can learn.

Secondary Student

...gathering people tocollaborate, inquire and inspireis supported by the physicalspace, the programming and thepedagogy.


Need clean, bright, positive

learning environments.Trustee

Student-centered approachesto learning require a physicalspace that adapts to learnerdemands. Using modularfurniture and accessibleinformation technology bettersupports alternative approachesto teaching and learningInvestment in flexible learningspace design supports studentsand faculty and reinforcesinstitutional commitment toeducational excellence.

Neill & Etheridge, 2008, p. 53

Highlights from the ever-expanding research intotechnology-rich environments

suggest the following benefitsand opportunities:

increased engagement andmotivation (Blamire, 2009),

supports student-centeredlearning (Mitra et al., 2005,

Groff, 2013), and

facilitates opportunities forinteractive and collaborativelearning (Groff, 2013).

Figure 5: Perceived importance of physical spaces and resources. Mean response bystakeholder group where 0 = not at all important and 10 = extremely important.


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Part 4 Our Story22

Learning experiences

When describing their perspectives on how students learn best,what is most valued and what contributes to learning, participantshighlighted a variety of experiences related to programs and

courses and interactions in which learning is facilitated.

Wide range of programs and courses at all schools

Stakeholders shared their beliefs that choice in course selections isboth of value to students and contributes to success. Providingstudents with the opportunity to explore a variety of courses,especially in grades 9 & 10, is seen as an important dimension ofsecondary learning. In addition, stakeholders spoke about the desirefor more specialized and advanced courses, as well as programsgeared towards specific careers, especially in the later years ofsecondary school. Concerns regarding inequity of course and

program offerings across schools were raised by students, parents/ caregivers and staff.

Responding to students desire for greater choice in what and howthey learn, as well as facilitating more explicit connections to post-secondary and career aspirations are central tenets of student-

-Chapman &Darling-Hammond, 2013). Such learning environments result inpositive outcomes for students in terms of academic achievement,opportunities following secondary school and resilience (Ibid).

Opportunities to explore multiple pathways and career options

Representatives from all stakeholder groups discussed thechallenge for students in selecting a pathway early on in theireducational career. While the Ontario Secondary Schools policyemphasizes flexibility in pathway selection, recent data suggeststhat this is an uncommon practice (Ministry of Education in Peoplefor Education, 2015b). It is often challenging for students placed in acertain group to move to another one later on in their secondaryeducation. In addition, students from lower income families andminority groups tend to be placed in less academically orientedtracks, which leads to greater achievement gaps (OECD, 2015).

...all students learn best wheninstruction, resources, and thelearning environment are wellsuited to their particularstrengths, interests, needs, andstage of readiness.

Ontario Ministry of Education,2013a, p. 8

Good to encourage them[students] to try and investigatedifferent fields so they can seewhat they want to do.

Employer

[Schools] should offer morecourses that benefit your futureor your needs/wants. A lot ofstudents want to take coursesbut they arent offered at theirschool.

Secondary Student

[There should be] equalopportunity for all kids in allregions of the board.

Parent/caregiver

A need for a variety ofpathwaysopen the doorsinstead of closing them. Keepthe options open [for students].


Researchers note that assigningstudents to lower tracks early oncan be unreliable because priorattainment levels may be a weakguide to future potential.

OECD, 2012, p. 59

Figure 6: Perceived importance of accessing a wide range of programs and courses.Mean response by stakeholder group where 0 = not at all important and 10 =extremely important.


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Part 4 Our Story 23

Collaborating with local businesses, organizations and post-secondary institutions

Stakeholders discussed the value of strengthening connections withthe broader community to support learning (e.g., co-op, field trips,exchange programs). Figure 7 below displays survey results related

to community-based learning opportunities. Community connectionscan provide access to experts beyond the school and affordstudents opportunities to apply learning and skills in an authenticenvironment. These relationships not only have the potential tofacilitate student learning, but also enhance citizenship (Brooks &

According to researchers Rogers-Chapman & Darling-Hammond(2013), fusing in-class learning with industry-related experiencesand expertise benefits students in a number of ways: students applytheir classroom knowledge to real-

and provides opportunities for students to develop skills critical forfuture careers.

Community based learningopportunities can be

transformative!Post-Secondary

[Students value]opportunities to connect theirlearning with theircommunity.


Relevant and engaging instruction

Demonstrating the purpose and relevance of new concepts to thereal-world was identified by stakeholders as central to the learningprocess. The neuroscience behind these beliefs concludes thatmeaningful and permanent learning occurs within in a state ofrelaxed alertness (Caine and Caine, 1990). When students areadequately challenged, feel safe and perceive information asrelevant, they are more open and able to learn more easily(Gozuyesil & Dikici, 2014).

Greater engagement and deeper learning occurs when studentshave the opportunity to draw on and share their existing knowledge

Willis, 2011) and contextualize their learning through relevantexamples and hands-on opportunities (Johnson et all., 2015, Willis,2011).

[Students] want to see theireducation is relevant to theworld and where they aregoing.

Parent/Caregiver

Students learn best whenthey have a reason to care

about what they are doing, ifthey dont care they will onlydo what they need to do, itthey want to do it they will goabove and beyond to learnon their own.

Teacher

Figure 7: Perceived importance of community-based learning opportunities. Meanresponse by stakeholder group where 0 = not at all important and 10 = extremelyimportant.


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Student voice and choice

Stakeholders believe that students learn best when empowered andsupported to take an active role in their education. For example,when they are given opportunities to share their perspectives andideas, collaborate with their peers and educators and have a choicein both the learning and assessment process. In 2013, the Ministry ofEducation released a special issue in their capacity series related tostudent voice. Below is a graphic illustrating the student voicecontinuum.

Using a variety of strategies, supports and tools in response todifferent learning needs

Personalized learning refers to a range of programs, approachesand tools intended to meet diverse student needs, interests andaspirations (Education Glossary, 2015). Stakeholders view apersonalized or student-centered approach as most effective insupporting learning. As highlighted within Learning for All (OntarioMinistry of Education, 2013a), characteristics of a responsiveclassroom environment include:

a range of relevant, engaging and responsive instructionalstrategies and materials,

a variety of technologies, flexible use of space, flexible groupings (e.g., whole and small group instruction and

independent work), and varying levels of support (e.g., Individual Education Plans).

These approaches and tools play an important role in helping to

however, a truly personalized or student-centered learningexperience integrates adaptability with choice and self-determination.

Having choices andalternatives because not allstudents learn the same wayor [in the] same environment.

Teacher

...providing students withclear feedback on theirlearning goals, fosteringintrinsic motivation andproviding students withchoices in the tasks that theycompete, all appear to havemarked effects on bothstudent social-psychologicaland academic outcomes

Rubie-Davies et al.,2015, p. 75

In a diverse classroom, nosingle method can reach alllearners. Multiple pathwaysto achieving goals areneeded.

Hitchcock et al., 2002, p. 18

There are numerousopportunities for choicewithin learning environments: Whom will students work

with? What content will students

work with? When will students need

to complete specifictasks?

Where will students work?

How will studentscomplete a given task?

...opportunities to expresslearning in different ways likewriting a song, a letter from ahistorical perspective [or]performing a play.

Elementary Student


Part 4 Our Story24


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Part 4 Our Story 25

Learning as a process and product

Learning, as defined in the field of psychology, is the processthrough which experience causes permanent change in knowledgeor behaviour (Woolfolk et al., 2012). Existing awareness, beliefsand experiences influence our ability and readiness to acquire newknowledge and skills. Given the diversity of backgrounds, interestsand existing understanding of learners, it is not surprising thatstakeholders identified a variety of ways in which students bestlearn: through observation, discussion, reflection and practice.Stakeholders also mentioned the importance of the following:learning by posing and answering questions, receiving timely anddescriptive feedback from educators and their peers, taking risksand making mistakes and having opportunities to dive deeper intolearning at their own pace. Above all else, stakeholdersacknowledged the value of the learning process, or as stated byeducators and researchers Katz & Dack (2014, p. 36): the idea oflearning in and of itself is just as important as the content area in

which the learning is taking place.

Breadth of extracurricular opportunities

Stakeholder perspectives echo research findings that extracurricularopportunities benefit students in numerous ways. For example, suchopportunities help students become well-rounded in terms of social,emotional, physical and cognitive outcomes. Extracurricular activitiesenable students to discover and follow their passions and learn moreabout themselves. Students have the chance to try new things, build

Ellerbrock & Kiefer, 2013).

In addition, these opportunities teach important interpersonal, timemanagement and leadership skills and promote well-being andpositive self-esteem that often endures into adulthood (Eccles &Roeser, 2011). According to stakeholders, the availability andaccessibility of extracurricular opportunities for students with diverseinterests, backgrounds and abilities is essential in creating aninclusive and positive secondary school experience (see Figure 8below for survey responses related to extracurricular activities).

Figure 8: Perceived importance of extracurricular opportunities. Mean response bystakeholder group where 0 = not at all important and 10 = extremely important.

Extracurricular [activities] helpsto contribute to my successbecause it helps me to come outof my shell and be myself. Buildsconfidence through sports,which translates to confidence inthe classroom.

Secondary Student

We need to focus more onlearning rather than the marks.

Secondary Student

Teaching them [students] howto learn not just the curriculumexpectations.


Learning process is key, not[the] content.

Parent/caregiver

[Students value] a breadth of co-curricular activities beyondathletics.



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Part 4 Our Story26

Learning aspirationsThrough the discussion sessions and the online survey,stakeholders were asked to share their ideas around programming,knowledge and skills. What emerged was a holistic view ofsecondary learning, as evidenced through the preceding sections ofPart 4: Our Story and what follows in this section. The Four Pillars ofLearning (Delors et al., 1996) - Learning to Know, Do, Live Togetherand Be - are used to organize key themes from the consultations.

This dimension of learning refers to combining a sufficiently broadgeneral knowledge with proficiency or mastery in a few subjects ordisciplines (Delors et al., 1996). Learning to Know also meansacquiring the skills needed in learning how to learn - enabling thelearner to experience the pleasure of knowing, discovering andunderstanding the learning process (Nan-Zhao, 2005, p.2).

Stakeholders identified a wide range of subjects in which they areinterested in exploring (see Appendix D for a summary from the

related to courses of interest for secondary students). Regardless ofsubject, however, common themes that emerged from stakeholderdiscussions include: a desire to dive deeper into content and toenhance connections between disciplines.

Discussions also highlighted the importance for students, as lifelonglearners, to foster the necessary knowledge and skills to help themlearn. The following competencies and attitudes were identified ascritical for students to develop in their pursuit of lifelong learning:

foundational skills of literacy, numeracy and information andcommunication technology,

ability to understand, organize and synthesize information , critical thinking skills, and goal setting, planning and prioritizing .

The subsequent section presents additional themes emerging fromconsultations that align with the Learning to Do pillar.

Learning to Know ischaracterized by what has

recently been coined the T-Shaped Learner in the STEMfield.

The T-Shaped Learner isdescribed as having a balanceof broad knowledge, as signifiedby the arm of the T and deepunderstanding in a small set ofareas, the riser of the T.

Brooks & Holmes, 2014, p. 15

Figure 9: Number of secondary students who said they were interested in taking thecourses/programs listed.

[Students] need to learn how tofind, process and analyzeresearch and decide what isrelevant.


Skills students need to develop insecondary school:

Provide them [students] with asolid foundation so they canrespond to change that mayhappen in their lifetime

Parent/caregiver

We dont need to graduateencyclopedias, but thinkers whocan consider information.

Employer

An amazing place to learn whenstudents can work at [their] ownpace and learn and master skillsbefore moving on.



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Part 4 Our Story 27

This second pillar of learning, Learning to Do , is comprised of threefacets: acquiring specific job-skills, job-related social skills and risk-taking skills (Miclea, 2004). Sets of abilities falling within theLearning to Do pillar were highlighted by representatives from all

stakeholder groups, with special emphasis placed on these job-related skills by employer and parent/caregiver groups.

With regard to specific job-skills, there was an acknowledgementthat while these can be developed during secondary school,especially through experiential learning opportunities, the need toprovide ongoing job-embedded learning will continue once studentsenter the workplace. Supporting adolescents with developing whatwas often referred to as life skills was identified as an urgent needby many stakeholders. In cases where the term life skills wasexpanded upon, it was defined as: financial literacy (e.g., budgeting,loans), job searching skills (e.g., resume writing, interview skills) andparenting and household management (e.g., cooking, cleaning,repairs).

The following job-related interpersonal and risk-taking skills werehighlighted by stakeholders as essential and in some casesperceived as underdeveloped:

problem-solving, creativity, communication (oral and written - handwriting, email), teamwork and leadership, self-motivation and monitoring (e.g., initiative, commitment,

responsibility),

risk-taking, and conflict resolution.

Learning to Do skills, as mentioned above, are both applicable andtransferrable to all industries and professions, as well as within post-secondary education and daily life.

[Students value] application ofthe subjects to their lives andcareers.

Trustee

Top employee competencies asrated by employers within the

London Economic Region: Work ethic, dedication,

dependability

Communication (both oraland written)

Customer service

Self-motivated/ability to workwith little or no supervision

Teamwork/interpersonal

Elgin Middlesex Oxford

Workforce Planning andDevelopment Board, 2016

[Students] value skills that willhelp them succeed in the fu-ture...would like to learn moreabout how to focus, how to usetheir strengths and interests totheir advantage and use them tobe creative and prepared for

jobs.

Teachers

Type of skills that students needinclude:

The ability to learn how toadapt to specific jobrequirements. (Employer)

Time and projectmanagementhow tomanage multiple facets ofthings happening at thesame time. (Post-SecondaryRepresentative)


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Part 4 Our Story28

Put simply, Learning to Be refers to fostering a sense of self. Thisdimension involves developing personal competencies thatengender in each individual the capacity to create a singular path tomake a difference in the world (UNESCO, 2005, p. 49). Self-discovery was identified by various participants as an essentialcomponent of the secondary learning experience. Stakeholdersidentified and shared the following examples of personalcompetencies associated with self-discovery:

self-awareness (e.g., knowing their strengths, areas for growth,

passions, values), resilience, self-care (e.g., mental and physical well-being), self-advocacy and determination, and ability to recognize emotions and regulate accordingly.

Knowing and forming ones identity constitutes a critical connectionbetween human development and experience. Creating thenecessary conditions to acquire and practice these skills duringsecondary school is valued by stakeholders and believed to be animportant factor in helping students reach their full potential.

Learning to Live Together refers to two complementary processes:the discovery of others and the experience of sharedpurposes (Delors et al., 1996). Obtaining and enhancing abilities toeffectively communicate and collaborate with others who have

diverse backgrounds, experiences and worldviews has beenidentified as increasingly important in todays global society andmarket place (Nan-

Stakeholders discussed the importance of developing greaterawareness of and skills aligned with the learning processes outlinedabove. They include the importance for secondary learners todevelop and/or engage in the following:

perspective taking and empathy, knowledge and understanding of diverse experiences and

worldviews (e.g., cultures, abilities),

awareness of local and global issues (e.g., racism, poverty,environmental issues), volunteerism, and learning multiple languages (e.g., international languages, sign

language).

Given the expansive and complex networks in which we constantlyinteract, developing and practicing relational skills within secondaryschool environments is essential. Along these lines, stakeholderscommented on the importance of continued support for face-to-faceand collaborative learning. Some participants suggested that onlinelearning has its benefits, but cannot completely replace in-personlearning interactions.

Facing the challenges of the21st century requires adeliberate effort to cultivate instudents personal growth andthe ability to fulfill social andcommunity responsibilities asglobal citizens.

Biialik et al, 2015, p. 1

[Students value] self-discovery[learning] how theyare connected to other people,talents, interests, etc.


The secondary learningexperience is about creating an

learning who they are, buildingconfidence, finding where theyfit in, empowerment andownership over learning and self-improvement, growth anddevelopment.

Teacher

[Students value] knowing thatthey can make a difference bothin [the] school setting and [inthe] community.

Parent/Caregiver

Students are interested inGlobal villageother languagesand explor[ing] other ideas anddeal[ing] with other cultures.


Promote the idea where schoolis a place of perpetual change.Where together people cancreate.

Trustee


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Part 4 Our Story 29

Online Survey Analysis

Table 3: Percentage responses by stakeholder groups to consistent items posed onsurvey.

Table 4: Percentage responses by staff regarding skill development, programs andcourses and pathways (n=255)

StronglyAgree

Agree DisagreeStronglyDisagree

DontKnow

Students are developing the skills theyneed to reach their fullest potential. 4% 50% 34% 6% 6%

Students are developing the skills theyneed to prepare them for their future. 4% 47% 35% 5% 8%

Students have access to the courses andprograms they are interested in. 7% 49% 33% 6% 5%

Students are aware of the differentpathways available to them. 11% 53% 27% 4% 5%

Figure 10: Percentage responsesfrom secondary students (above).

Figure 11: Percentage responsesfrom elementary students (above).

Figure 12: Percentage responsesfrom parents/caregivers (above).

Responses to My school/mychilds school is an amazingplace to learn:

Question Participant StronglyAgree

Agree Disagree StronglyDisagree

DontKnow

I am interested in what I amcurrently learning in school.

ElementaryStudents 10% 65% 16% 6% 3%

SecondaryStudents 9% 62% 18% 7% 4%

My child/children areinterested in what they arecurrently learning in school.

Parents/ caregivers 11% 61% 20% 5% 2%

ElementaryStudents 8% 33% 37% 10% 13%

SecondaryStudents 15% 42% 28% 10% 6%

My child/children's schooloffers all the courses that t heyare interested in taking.

Parents/ caregivers 8% 45% 35% 10% 2%

My school offers all thecourses that I am interested intaking.

Stakeholder perspectives

The public was invited to complete an online survey as a means ofincreasing understanding around stakeholder perspectives regarding

key themes emerging from consultation sessions. Responses toquestions not already presented in the previous sections are outlinedbelow and an explanation of between group commonalities anddifferences is provided on the subsequent page. The online surveyalong with more details about the findings can be found in AppendicesB and C. As noted in Part 3: Our Approach, responses from recentgraduates, post-secondary institutions and employer groups wereexcluded from the statistical analysis due to the small number ofparticipants.


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Commonalities and differences between stakeholders

The analysis of variance revealed a number of commonalities anddifferences between student, parent/caregiver and staff groupperspectives. Comparing staff with parents/caregivers revealed nostatistically significant differences between the groups beliefs

concerning the experiences and skills items. In terms of importance,parents/caregivers ranked caring and passionate teachers, a safeand inclusive environment and involved and engaged school leadersas the top three for secondary school experiences. Staff also rankedsafe and inclusive environments and caring and passionate teachersas their highest in importance, along with a wide range of coursesand programs. Parents/caregivers and staff ranked the importanceof literacy skills, critical thinking skills and program solving skills veryhighly.

Examination of the variance between the parent/caregiver and staffgroups, with the student groups uncovered a number of statisticallysignificant differences. Secondary students and staff perspectivesdiffered significantly on every item except for diverse schoolpopulations, flexible and collaborative learning spaces and financialskills. As well, the means for the secondary student responses werelower for every item except for learning at your own pace. Thesesame results were found when comparing secondary students toparents/caregivers. Overall, these differences show that parents/ caregivers and staff generally rated the majority of the items ashaving more importance than secondary students .

Part 4 Our Story30

Items identified by stakeholdersas having the most importancein terms of the secondarylearning experience:

Employers (n=21)

Learning with and from awide range of experts (e.g.,people working in the tradesand other professions)

Caring and passionateteachers

Engaging with the broadercommunity (e.g.,

employers, post-secondaryinstitutions, not-for-profitorganizations)

Post-SecondaryRepresentatives (n=30)

Mental health supports

Safe and inclusiveenvironment

Wide range of courses andprograms

Recent TVDSB Graduates (n=9)

Caring and passionateteachers

Mental health supports

Wide range of courses andprograms

Table 5 (right) and Table 6 (p.31) display mean scores andstandard deviations (SD) forsurvey responses to itemsregarding participants

perspectives of the importanceof identified supports, strategiesand skills.

Responses are based on ascale of 0 to 10, where 0=not atall important and 10=extremelyimportant. Please note thatseveral items were slightlyreworded for formattingpurposes. The original wordingcan be found in Appendix B.

Elementary(n=63)

Secondary(n=463)

Parents(n=625)

Staff(n=255)

Mean SD Mean SD Mean SD Mean SD

Wide range of courses andprograms 7.9 2.6 8.6 1.9 8.9 1.5 9.0 1.3

Wide range of extracurricularactivities 8.2 2.3 7.5 2.7 8.1 1.9 8.1 1.9

Learning with and from a widerange of experts 7.1 2.6 7.3 2.4 8.2 1.8 8.3 1.7

Practical and hands-on learning 7.7 2.8 7.5 2.4 8.3 1.9 8.6 1.5

Up-to-date resources 8.3 2.3 8.5 2.1 8.9 1.6 8.9 1.5

Safe and inclusive environment 8.5 2.3 8.4 2.4 9.3 1.4 9.3 1.4

Table 5. Mean ratings and SDfor perceived importance ofeach item below.

Diverse school population 6.3 2.6 6.6 3.1 6.6 2.8 7.0 2.5

Learning at own pace 7.6 2.8 7.9 2.4 7.4 2.2 7.4 2.2

Flexible collaborative spaces 7.1 2.8 7.4 2.3 7.2 2.3 7.3 2.3

Caring and passionate teachers 8.5 2.5 8.8 2.1 9.4 1.2 9.4 1.3

Involved and engaged leaders 7.8 2.9 7.6 2.5 9.0 1.5 8.8 1.7

Guidance and careercounselling supports 7.4 2.9 7.9 2.4 8.8 1.7 8.8 1.6

Student leadershipopportunities 7.5 2.7 7.1 2.5 8.1 1.7 8.2 1.6

Mental health supports 7.8 2.8 8.0 2.7 8.7 1.9 8.9 1.7

Engaging with the broadercommunity 6.6 2.4 6.8 2.4 7.7 2.0 7.9 2.0

Collaborating with others 6.8 2.6 6.8 2.5 7.7 1.9 8.1 1.8


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Part 4 Our Story 31

An examination of the results comparing the elementary studentswas more difficult due to the relatively small number of elementaryresponses. There were few significant differences found between theelementary and secondary students except for the wide range ofcourses and programs item, which was rated more important bysecondary students. As well, numeracy skills were rated moreimportant by elementary students when compared to secondarystudents.

A comparison between staff and elementary students and parents/ caregivers and elementary students revealed agreement on some

specifically, engaging with the broader community, which was rankedmore importantly by staff and parents/caregivers.

Overall, these results show that there was considerable difference ofopinion on some items especially when comparing parent/caregiverand staff groups to the secondary and elementary students.

These findings suggest that ongoing dialogue with all stakeholdergroups is needed to ensure that there is greater understandingamong groups and to inform decision making that is responsive todiverse perspectives and goals.

Items identified by stakeholdersas having the most importancein terms of skills to developthroughout secondary school:

Employers (n=21)

Problem solving skills

Communication skills

Working with others

Post-SecondaryRepresentatives (n=30)

Communication skills

Problem solving skills

Critical thinking skills

Recent TVDSB Graduates (n=9)

Critical thinking skills

Creativity and innovation

Learning to learn

Elementary(n=63)

Secondary(n=463)

Parents(n=625)

Staff(n=255)

Mean SD Mean SD Mean SD Mean SD

Literacy skills 8.4 2.3 8.5 2.2 9.5 1.1 9.4 1.0

Numeracy skills 8.5 2.0 7.8 2.2 9.3 1.2 9.2 1.1

Critical thinking skills 8.0 2.1 8.4 2.0 9.4 1.1 9.3 1.1

Working with others 7.6 2.4 7.9 2.3 8.6 1.6 8.8 1.5

Working safely 8.1 2.2 7.9 2.3 8.8 1.6 8.8 1.5

Global awareness andcitizenship 7.0 2.4 7.1 2.4 7.9 1.9 8.1 1.7

Table 6. Mean ratings andSD for perceivedimportance of each itembelow.

Creativity and innovation 7.8 2.0 7.8 2.2 8.3 1.6 8.3 1.7

Productivity andaccountability 7.9 2.1 7.9 2.1 8.9 1.5 9.0 1.4

Leadership and responsibility 8.0 2.3 8.0 2.1 8.5 1.5 8.5 1.5

Initiative and self-direction 7.9 2.1 7.9 2.1 8.6 1.5 8.8 1.4

Organization and time-management 8.1 2.1 8.4 2.2 9.0 1.4 9.1 1.1

Learning to learn 7.6 2.4 7.7 2.5 8.6 1.6 8.8 1.4

Communication skills 8.3 2.4 8.4 2.1 9.1 1.2 9.2 1.1

Empathy / perspective taking 7.7 2.0 7.6 2.4 8.4 1.6 8.5 1.6

Problem solving skills 8.4 2.0 8.6 2.0 9.4 1.1 9.4 1.1

Flexibility and adaptability 7.8 2.4 7.8 2.0 8.4 1.6 8.6 1.6

Work ethic 8.1 2.2 8.3 2.0 9.0 1.3 9.2 1.0

Mental health 8.0 2.4 8.4 2.3 8.7 1.8 8.9 1.6

Financial skills (e.g. taxes,budgeting) 8.1 2.9 8.6 2.1 8.7 1.7 8.7 1.4

Self advocacy 7.7 2.4 7.9 2.0 8.8 1.5 8.8 1.5


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5Part 5: Our Opportunity

Part 5 Our Opportunity 33

The purpose of this document is to illuminate the beliefs andexperiences of our stakeholders in relation to secondarylearning. It is intended to provide an overview of what

students need and desire from their secondary school

experience to inform the next phase of Rethink SecondaryLearning - planning and action.

We have completed the initial phase of our journey. Our

stakeholders have been consulted and all of the feedback

has been analyzed. We have learned that students, parents/ caregivers, trustees, board staff, employers and post-

secondary institutions want quality secondary school

experiences that provide rich and varied opportunities for allof our students.

Now comes the most difficult part of any learning journey

action. What we have learned during the initial consultation

phase of the Rethink Secondary Learning process is onlyuseful if we do something with it. Fortunately, Thames Valley

has some powerful resources at its disposal: our

stakeholders and our staff. Together we have the ability andmotivation to support students in their lifelong learning

journey to explore, develop and succeed.

34 A framework foraction

34 Putting it all together

39 Our commitment toRethink SecondaryLearning


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To help us turn our stakeholder voices into action, the following framework was developed to visualizethe connections between the different themes and categories identified during the public input process.Learning Aspirations form the center or foundation of the diagram and depicts the balance of studentneeds for Learning to Know, Be, Live Together and Do as outlined in the influential UNESCO report -Learning: The Treasure Within (Delors, 1996). Surrounding this are the Learning Environments and

Learning Experiences which provide both the context and strategies needed to facilitate student learningand, ultimately, enabling students to reach their full potential.

As part of the Rethink Secondary Learning consultation process, system level staff were invited toprovide examples of practices already occurring within TVDSB and any suggestions for improvements.Examples and suggestions are aligned with the key themes outlined in the previous section. Whereappropriate relevant quotes from the discussion sessions have also been included. It is important tonote that what follows is not an exhaustive list of practices, strategies and supports, but rather asampling of what is, or could be, applied within the secondary learning context to support positiveoutcomes for students.

Part 5 Our Opportunity34


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Learning EnvironmentsKey Themes Examples provided by system

staff of what is happeningacross TVDSB currently

Suggestions for enhancingcurrent practices

CultureRelationships built on trust and

respect

Student councils

Leadership inquiries

Reframing Our Responses

Increased collaboration

Safe and inclusive environments Gender neutral washrooms

GSA (Gay Straight Alliance)

Safe Schools, Do One Thing

GSA partnering with teachers tohelp make the course more LGBT2Qinclusive

Staff teambuilding

Make these expected practices

High expectations Resiliency Project

Poverty Project

High expectations and belief thatALL students can learn

ContextFlexible schedules Balancing grade 9 timetables

Catch up days

Dual credits

SWAC-School within a College andSWAU-School within a University

Chunking grade 9 Math/English allyear

Less structured time, more flexiblehours

Supporting the whole student Breakfast programs

Counselling supports

Holistic supports in all schools evenwhen not obvious

Remove barriers/stigma

Physical Space and ResourcesFlexible and modern learning spaces Learning commons Making spaces more like thinker

spaces like Google headquartersencouraging collaboration andcommunication

Access to up-to-date, relevant andnecessary resources

New musical instruments

Technology - iPads ,Chromebooks

Environmental Ed Centers

Comfortable seatingWellness room

Maker space

Make sure all buildings areaccessible and have proper facilities

Change some staff mind setsaround technology

e-Learning support space



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L e a r n

i n g

E x p e r i e n c e s

Learning ExperiencesKey Themes Examples provided by system



Courses and Programs

Wide range of programs and courses

at all schools

Dual Credit

SWAC-School within a College andSWAU-School within a University

Specialist High Skills Major (SHSM)

International Certificate Program,

starting Fall 2016De-streaming grade 9 and 10

More First Nations studies

Opportunities to explore multiplepathways and career options

Arts programming

Forest City Programs

Specialist High Skills Major

Emphasis Technology

Ensure that all pathways are offeredthroughout secondary schools (allfour years)

Collaborating local businesses,organizations and post-secondary

institutions

Reach Ahead

Martin Aboriginal EntrepreneurshipProgram

Conservation Authorities providemany authentic inter-disciplinarylearning and leadershipopportunities

More professionals andtradespeople come into the

classroom

Facilitate/renew existing policies toremove barriers to partner withcommunity agencies

Increased connection with post-secondary/industry

Instruction and Assessment

Relevant and engaging instruction Inquiry-based instruction, cross-curricular, co-op, e-learning

OYAP - Ontario YouthApprenticeship Program

Cross-curriculum opportunities forstudent and teachers, co-opplacements that support all

pathways Using a variety of strategies,supports and tools

Credit Recovery

Alternative Education opportunities

Differentiated instruction

School Within a School

Student voice and choice Project-based learning

Musical Theatre

Choice in how students representtheir learning (product)

Student-led project based learning/ inquiry projects

Learning as a process D2L - Desire to Learn

Grade 9 Applied Math Focus

Increase focus on formative

assessment and descriptivefeedback e.g. GAFE (Google Appsfor Education)

Breadth of extracurricularopportunities

Comprehensive inter-schoolathletics clubs

Offer a range of sports, music arts inmost schools

DECA (Prepares emerging leadersand entrepreneurs)

Students should get credits inextracurriculars

Different types of extracurriculars(expansion of robotics, codingclubs)

Extracurricular Opportunities



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Learning AspirationsKey Themes Examples provided by system



Learning to Know

Sufficient broad general knowledge

with mastery in a few subjects ordisciplines and learning how to learn

Learning a second language

International Schools Partnerships

My Blueprint for tracking

Inquiry based learning

Making connections between

subjectsLess curriculum coverage anddevelop a deeper understanding

Learning to Do

Job-skills, job-related social skills andrisk-taking skills

Work Internship

Co-op

Community volunteering hours

Arts Programming

Intergenerational Choir

Experiential

Giving teachers permission to trynew things

Make experiential learningsustainable

Take it from role play to authentic

Learning to Live Together

Effective communication andcollaboration with diverse groups ofpeople

Google Docs

Embracing Who We Are curriculum

Environmental Clubs

Cultural Competency sessions forstaff

Broadening the community contextwe have (e.g. Pillar, InnovationWorks)

Learning to Be

Fostering a sense of self, knowingand forming ones identity

Gifted programming

Community partnerships

Students as researchers

Mentally Healthy SchoolsStudentVoice Project

Passion project

Flexibility is key. Different schoolsand students have differentstrengths



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Our Commitment to Rethink Secondary Learning

Learning Aspirations Align strategic planning and programming more closely to the Four Pillars of Learning

(Delors et al.,1996). Specifically: Learning to Know , which refers to combining a sufficiently broad general knowledge

Learning to Do , which includes acquiring specific job-skills, job-related social skills andrisk- Learning to Live Together , which refers to the discovery of others and the

Learning to Be , which involves developing personal competencies that create in each

individual the capacity to create a singular path to make a difference in theworld (UNESCO, 2005, p.49).

Collaborate with stakeholders and other Boards of Education to identify measures andmethods to assess learning in each of the pillars.

At Thames Valley District School Board, we have the opportunity to tranform secondarylearning to better meet the needs and aspirations of our learners and stakeholders. In order tomove forward, we must translate the knowledge gained from the initial phase of the Rethink

process into action. A further report detailing the Boards plans for secondary learning willspecifically outline these actions. This report will be developed and released during the 2016-2017 school year. As a means of bridging our stakeholder voices to these plans TVDSBcommits to the following:

Learning Experiences Work toward a wider range of programs and courses for secondary students.

Strengthen collaboration through ongoing dialogue with post-secondary institutions,industry, employers and community agencies to explore ways for enhancing secondarylearning experiences.

Support staff in implementing evidence-informed strategies to enhance instructionalpractices focused on developing essential skills as identified by stakeholders and in theliterature (e.g. learning how to learn, life skills, social emotional learning, job-related skills,resilience).

Investigate opportunities to enhance or expand innovative programming and approachesto facilitate risk-taking, experiential and interdisciplinary learning for students in allpathways (e.g. co-op, project-based, program-based, inquiry learning).

Explore options for developing or strengthening extracurricular programming for allstudents (e.g. availability, accessibility and responsive to need and interests, student-led).


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Learning Environments Continue to enhance a coordinated approach for integrating Mental Health and Well-

Being, Safe and Accepting Schools and Equity and Inclusive programming and supports. Provide ongoing support in translating into action relevant research around understanding

and augmenting conditions necessary for learning.

Enhance efforts by schools to respond to students needs and desire for flexibleschedules.

Identify opportunities for creative designs to allow for versatile collaborative spaces toenrich instructional practices and learning experiences.

Support the Information and Communication Technology Strategic Plan by implementing

the necessary infrastructure to create technology-rich learning environments and byproviding learning opportunities for staff and students to enhance digital skills.

Framework for achieving quality learning opportunities for all students


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schools/cpse/top-twenty-principles.pdfAnaniadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners inOECD countries. OECD Education Working Papers, No. 41. Paris: OECD Publishing. Retrieved from:http://dx.doi. org/10.1787/218525261154.

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Blamire, R. (2009). ICT Impact Data at Primary School Level: the STEPS approach. In Scheuermann,F., & Pedro, F. (eds.), Assessing the effects of ICT in education, 199-211. European Union/OECD:France.

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Caine, R. N., & Caine, G. (1990). Understanding a brain based approach to learning and teaching.Educational Leadership, 48(2), 66-70

Calvert, M. (2002, April). Raising voices in school: The impact of young decision-makers on schools andyouth organizations. Paper presented at the annual meeting of the American Educational ResearchAssociation, New Orleans, LA.

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Canadians for 21 st Century Learning & Innovation. (2015). Shifting Minds 3.0: Redefining the LearningLandscape in Canada . Retrieved from http://www.c21canada.org/wp-content/uploads/2015/05/C21-ShiftingMinds-3.pdf

Christensen, C., Horn, M. & Johnson, C. (2008). Disrupting class: how disruptive innovation will changethe way the world learns . New York, NY: McGraw Hill.

Declining Enrolment Working Group. (2009). Planning and possibilities: the report of the decliningenrolment working group. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/DEWG.pdf

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Elgin Middlesex Oxford Workforce Planning and Development Board. (2016). Employer one survey:2016 results. Retrieved from http://www.worktrends.ca/sites/default/files/ u82/2016_EmployerOneSurveyResults_March23rd2015_v2.pdf

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Ginsberg, M. B. (2005). Cultural diversity, motivation, and differentiation. Theory into practice, 44(3),218-225.

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Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement.Routledge.

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Rethink Secondary Learning: A Resource for Moving Forward