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A Commitment to the Community

This past year, education partners worked together to improve school district and school planning and reporting requirements of boards of education for enhancing student learning in BC’s public school system.

BC’s draft Framework for Enhancing Student Learning reflects a public commitment by education partners to work together to continuously improve student learning for each student, and to address long-standing differences in performance among particular groups of students, most notably Aboriginal students, children in care, and students with special needs.

An overview of the draft Framework is being shared to inform the development of a final policy document in May 2016 and to facilitate transition to new locally-developed school district and school planning efforts for the 2016/17 school year.

Elements of Framework

A system-wide focus on intellectual, human, and social, and career development. These goals broaden the focus of the previous framework to better reflect the whole learner and align with the provincial Mandate for the School System. School district and school plans are to be developed with careful consideration of these goals and the local context.

  1. Meaningful and effective planning for continuous improvement. Under this Framework, school districts and schools will be expected to continue to develop multi-year district and school plans, but in a manner that is more relevant to local contexts and needs. School districts will now be required to produce only one district plan, instead of multiple plans.Plans will be expected to reflect local efforts to support each student and specific groups of students, including Aboriginal students, children in care, and students with special needs. The plans will be public reports to and for their local community. Boards must develop and publicly communicate a process for developing, reviewing, refining, and approving school district and school plans, and, in the spirit of collaboration, for including local education partners in this process.
  2. Effective communication of evidence, reported at least annually, by districts and the province.  The province and districts will report at least annually on overall results, as well as results for Aboriginal students, children in care, and students with special needs. Evidence should be meaningful and inform the school district’s and school’s plan and priorities for enhancing student learning.
  3. System-wide capacity building through team-based supports focussed on continuous improvement. The Ministry of Education and its education partners will work together to utilize existing structures (e.g., partner chapters, non-instructional days) and build new team-based supports to act on provincial and local priorities for enhancing student learning (e.g., a provincial team to support Aboriginal learners).
  4. Linkages with existing local agreements (e.g., Aboriginal Education Enhancement Agreements) to ensure consistent and meaningful support of Aboriginal students.

 

 

  • District Reporting

  • Strategic Plan

    Superintendent’s Report

    District Goals

    Schools Reports

     

  • NLPS Framework Elements

  • Aboriginal Education

    Aboriginal Education Enhancement Agreement

    Consultations

    Curriculum

    Assessment

    Reporting

    RTI

    Working Groups