Connecting Teaching to Growing Success for JK-12
We hire quality teachers at InnovOak School. Our goal is to use the Ontario Curriculum fully to ensure students receive the best education possible. One of our guiding Ministry documents is Growing Success (Ontario 2010). Based on this document, all teaching and learning at InnovOak School will meet this standard:
Teachers will evaluate students focusing on the achievement of overall subject expectations by looking for evidence of student achievement through conversations with students and groups of students, observations of student work either independently or as collaborative learners, and demonstrations of student learning in student work products
Evaluation is always based on assessment OF learning that shows evidence of overall achievement during a course
Teachers use assessment FOR learning and AS learning to help students use success criteria and learning goals to assess their learning and the evidence of how they demonstrate their skills, knowledge, and understanding
The assessment of student achievement will include a balanced variety of sources – observations, conversations, and student work product
Success criteria are used to create meaningful assessment which is graded using an appropriate assessment tool such as a rubric, checklist, peer or self-evaluation sheet, or exit card. These formal or informal tools provide evidence which is then used by the teacher in helping them determine grades based on a student’s most consistent and most recent level of achievement
Teachers will collect assessment data on a regular basis throughout the year for each subject. For the Subjects of Language Arts/English, Mathematics, Science and History/Geography/Social Studies, teachers should have rich assessment and evaluation tasks planned and data collected based upon the significance of instructional time each day
For each subject’s overall expectations, students will have multiple data points of formative and/or summative evaluations from a variety of sources (conversations/observations/work products) in order to best allow them the opportunity to demonstrate their full understanding of learning objectives. As effective assessment is a regular and ongoing process, student attendance is imperative in order for teachers to fully understand each students’ strengths, needs and plan for next steps.
Ongoing assessment and evaluation will include a variety of methods and is balanced beyond testing and exams. This allows for a variety of learning styles and meets the needs of all learners.
Differentiated Instruction and Differentiated Assessments (voice and choice) will also be used to meet individual students or class needs and to allow students to demonstrate their understanding through a variety of processes
All student learning is assessed and evaluated using the four categories of the achievement charts Knowledge, Thinking, Application, and Communication
Learning Skills and Work habits are not curriculum expectations and therefore, are not considered when calculating a final grade. Grades are determined by work produced and mastery of the curriculum objectives. However, students rarely achieve well when there is an attempt to cut corners in learning (e.g. not work in a small group task, not submit a draft for edits etc.). Failure to develop excellent work habits and learning skills may interfere with the ability to fully engage in meeting curriculum expectations which leads to the awarding of a credit in a course
Teachers will often plan assessments around steps in the work process (e.g. handing in a draft of work to ensure understanding of the concepts taught and provide meaningful feedback to students to guide their work process). While students may be working on a final project, authentic learning comes from the work, teaching and guidance that happens as the student works towards the finished product. This also ensures that students are fully participating in learning activities
In Upper School, in the final grade calculation, 70 percent of the student’s final grade is based on evaluations conducted throughout the courses and reflects the students most consistent level of achievement of the overall curriculum expectations. Teachers will give special consideration to the most recent evidence
Online learning activities that meet and assess/evaluate the oral communications expectations of the course are designed into the course (for example, oral presentations, video presentations, breakout group work, on-line forums and discussions, student led collaborative group work, student created podcasts, portfolio presentations, online collaborative problem solving, etc.)
Teachers will provide ongoing guidance and direction focused on individualized self-improvement, goal setting, and timely and constructive feedback. Timely and meaningful feedback is a crucial teaching tool in JK-8 and teachers also use this in conjunction with a Growth Mindset to improve learning
In each class, teachers will begin by identifying the Learning Goals and Success Criteria for the day’s lesson. Teachers will discuss the days learning goals and success criteria with the students in order to help students track their progress throughout the class. Students will identify their personal strengths and areas for development by referring to the lesson goals and success criteria at the end of each lesson. Teachers will support these metacognitive techniques by having students complete self-assessments: exit cards, check lists, or engaging in discussion and/or questions at the end of each class in order to ensure that Learning Goals have been met and to identify the starting point for the next day’s lesson based on student feedback.