Data and Schools: A Journey of Learning
Student population: 670; Grades: 9–12
- Kenner CVI, which opened in 1952, is the oldest operating public high school in Peterborough.
- Kenner offers a wide range of programs, including the International Baccalaureate, Learning and Life Skills, cooperative education, technological education and arts education. In addition, Kenner offers Specialist High Skills Majors in construction, hospitality, horticulture and transportation.
“We have created a culture of high expectations at Kenner, where students feel supported to achieve their best. We have clear and consistent expectations in each classroom, and students know they cannot simply ‘pass’ or choose not to do their work. This culture boosts student confidence and trust. Our teachers have formed a collective efficacy around the belief that we can make a difference for each of our students.”— Principal
- EQAO Data: Together with its feeder schools, Kenner looks at EQAO data from Grades 3 to 6 to 9. Staff look to see which students have met, never met, risen to or fallen from the provincial standard. EQAO assessment information is used to determine where students were finding success and where there were gaps for each strand.
- Goal Setting: Teachers of applied courses build their capacity to teach global competencies. Global competencies are skills and knowledge that help students apply what they learn to real-world situations.
- Teacher Learning: Two goals are set: one for students in the applied course and one for students in academic. The school also sets a different area of focus for each course based on EQAO achievement results from the previous year.
- Global Competencies: Together, staff look at report card data and consider the needs of students who are achieving below Level 3. Each teacher builds expertise in an evidence-based instructional strategy that will help students improve.
Culture of Collaborative Inquiry
Educators at Kenner have created a culture of high expectations and focus on closing achievement gaps for students. Math teachers develop a theory of action grounded in the use of an evidence-based instructional strategy to support student learning. They monitor its impact throughout the semester.
Teachers co-plan and co-teach lessons. The team’s data are a powerful part of their collaborative work. The teachers use evidence from conversations, observations and student work to guide their professional learning cycles and to monitor students. They review their lessons and end-of-semester data to refine their practice. They also continue to monitor students’ achievement in mathematics in Grades 10 and 11.
Administrators gather timely feedback on the impact of the school learning plan through daily and weekly learning walks. These visits to classrooms are part of the Achieving Excellence in Applied Courses initiative. Administrators talk to students about what they are learning, seeking insights into students’ understanding of why they are learning concepts. The learning needs of both students and teachers inform the school learning plan.
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