Framework and Analysis for: Student-Centered, Inquiry-Based Learning By: Terry Espejo

Student Centered Learning: Vision Statement To promote and foster student centered education, learning and instruction must be designed through the eyes of the child. That is, classroom and school activities, must serve the learner’s needs, intellectually, physically, emotionally, and socially within the context of 21st Century and Personalized Learning pedagogy. Thus, teaching must be holistic.  

Mission Statement To provide a learning environment that is safe, nurturing and meets the basic physical needs of the child. To increase graduation and completion rates using a curricula that meets Provincial requirements. To use best practices in lesson delivery, assessments for learning and meaningful reporting.

Mission Statement Continued To envision how a student-centered educational program can be delivered, the context in which it will be operationalized must first be outlined. The plan is not meant to be static, but be an agile guide to a journey of learning and discovery.

Mission Statement Continued The following framework proposes six intersecting components. They are: Learning Environment Instruction School and District Leadership Aboriginal Education District Context Community Relations All six components encompass student-centered learning. It can be viewed as a centrachical model of education.

Student-Centered Learning Framework 6. Community Relations Community partnerships with external Agencies, post-secondary institutions, CTC, UNBC, ITA PAC, DPAC, School Planning Council Learning Environment Family Model – safe, sense of belonging, nurturing. Basic needs of child are met. Inquiry-Based, Personalized Learning Focus on Numeracy, Literacy, Relevant curriculum For Regular, At Risk, Enrichment, Aboriginal Education, Special Education – Assessment / Interventions 5.District Context BC Education Plan Families of Schools Budget, Staffing, Curriculum, Rural Schools, Declining Enrolment, Collective Agreement, Recruitment Retention Student Teacher Education Assistants / Ab. Ed. Workers Vice- Principal Principal 4. Aboriginal Education Implementation of 5 Learning Foci Promote EFP courses, BCFN 12, Locally Developed Courses Shared Learning Resources To reflect Language, Culture, Traditions, Songs, Dances, Art, Architecture, etc. 2. Instruction District Achievement Contract Lesson Delivery / Assessments Teacher Evaluation, Development, Improved Classroom Practice equates to Academic Achievement, increased Literary, Numeracy, Technology Resulting in improved FSA and Provincial Exams results Graduation and completion Rates increases. 3. School / District Leadership Superintendent's Report Organizational Frameworks Role of School-Based Admin. Structural, Human Resources, Symbolic, School Governance and Shared Decision-Making Leadership Standards

Framework Analysis Center Component Central features of this framework are the student, teacher, educational assistant, and school-based administrator(s). Within this family model, it is the responsibility of the vice-principal and principal to ensure that the learning environment, in the classroom and school are conducive to student learning.

Framework Analysis Component # 1 Component # 1 proposes the need for administrators to ensure that basic needs of students and school staff are met, i.e., safe, nurturing, and in this component…, Vice-Principal(s) and Principal guide the implementation of revised curriculum and reporting policy that builds core competencies, literacy, numeracy, and encourage the use of technology in personalized student learning. Within this framework, Component # 1 further emphasizes appropriate educational programming and placement of regular, at-risk, special needs, Aboriginal and gifted students.

Framework Analysis Component # 2. This component suggests that instruction is a critical element of student-centered learning as outlined in the District Achievement Contract. Under the District’s Achievement Contract, school governance can be described as decentralized, where budget and curriculum decisions reside at the school. Within this structure, it is understood that vice-principals and principals are responsible for student learning by ensuring that lesson delivery and assessments adhere to recent literature. In this context, the importance of Teacher Evaluation is highlighted so that areas of teacher growth can be aligned with professional growth plans to improve classroom practice. Student learning and achievement can only be improved if research driven “best practise” becomes the norm and culture of the school

Framework Analysis Component # 3 This component examines the role of school and District leadership in student-centered learning and achievement. The District’s Achievement Contract is an important piece in this framework because it provides a glimpse into student performance and can “facilitate [school] and District planning for student achievement.” Included in this component is the need for Vice-principals and Principals to be cognizant of leadership standards, i.e., Moral Stewardship, Instructional Leadership, Organizational Capacity and Relationships as they relate to their roles in student-centered learning.

Framework Analysis Component # 3 Continued: By understanding their roles and responsibilities, Vice-principals and Principal are more likely able to guide school efforts to address deficiencies in student achievement. Linked to the need for administrators to be aware of their duties, is the awareness of their own leadership style in school decision making, i.e., structural, human resources, family or symbolic frames

Framework Analysis Component # 4 Since the Aboriginal student population accounts for a segment of the District’s student population, it is necessary that this framework focus on the needs of indigenous students. In order for District student achievement to improve, it is imperative that schools continue their efforts in addressing the needs of the Aboriginal learner.

Framework Analysis Component # 4 Cont. As such, schools need to maintain efforts to incorporate the following five learning foci: Culture and language, Elders and Indigenous Knowledge, Rediscovery and Traditional Knowledge, Restitution and Restorative Practice and Youth Leadership into core and exploratory subjects And, since learning is more meaningful if curriculum is relevant, schools need to explore opportunities for introducing and weaving Aboriginal content into subject content from a constructivist perspective.

Framework Analysis Component # 4 To support Aboriginal learners, courses that contain high levels of Aboriginal topics need to be offered at schools, for example, English First Peoples 10 - 12, BCFN 12, Locally Developed Courses To further support efforts in expanding Aboriginal curricular content, teachers need to be familiar with the Ministry Shared Learning Resource.

Framework Analysis Component # 4 To ensure accountability and effective communication with the all school communities, report on student performance and achievement need to be ongoing.

Framework Analysis Component # 5 To promote and foster student-centered learning, it is necessary to examine how developments in the District can directly affect student achievement. For example, budgetary constraints, along with declining enrolments, collective agreements, can influence District and school decisions on staffing and school organization;

Framework Analysis Component # 5 Equally important, are Ministry initiatives that will chart the course for changes in education delivery, i.e., Revised BC curriculum and Reporting Policy, BC Education Plan that consists of Personalized Learning, Quality Teaching and Learning, Flexibility and Choice, High Standards, Learning Empowered by Technology. How this initiative will change the face of schools in the near future will determine how student-centered learning will be demonstrated.

Framework Analysis Component # 6: The final component in this framework emphasizes the need for schools to develop close links with the larger community. For example, to meet student needs, partnerships need to be forged with external Ministries and agencies to access appropriate support and services, e.g., Ministry of Children and Family Development, University of Northern BC, Industrial Training Authority

Framework Analysis Component # 6 continued Of significant importance, also, is the need for schools to forged strong ties to business, training and regulatory agencies for the purposes of work experience placements, vocational and trades training, for example, Industry Training Authority, CTC. Lastly, the role and importance of Parent Advisory Councils, School Planning Councis and District Parent Advisory Councils cannot be ignored in improving community relations and boosting public confidence in schools.