System Improvement Plan

Download a PDF version of the AVRCE System Improvement Plan

In the Annapolis Valley Regional Centre for Education, every student will grow in their academic achievement, sense of identity, belonging and personal empowerment in a supportive, student-centred and responsive environment.

The province, region, schools and all educators share a common goal: The success of all students.

In pursuit of our common goal, systems, schools and educators must take concrete steps, through actions and strategies, that will result in success. These actions will be more effective if they are part of a multi-year, continuous systemic plan that begins with a focus on evidence-based foundational practices that are known to have a positive effect on learning.

When foundational practices are firmly in place and are having a positive impact on learning; systems, schools and educators can look to other areas for improvement.

In everything we do, we expect, support and believe in an equitable teaching and learning environment.

We also expect each and every member of the school community will:
• be safe, comfortable and accepted
• address barriers to student success and affirm students’ sense of identity, well-being and belonging
• be welcomed and respected
• actively value diversity and demonstrate respect for others and a commitment to creating a just, caring school system
• be supported and inspired to succeed in a culture of high expectations for learning

 
 

 

 

 

Foundational practices in all schools and classrooms

Culture of Learning

• Focus on engaging and authentic learning experiences using innovative tools and resources
• Create an environment that values and fosters positive relationships
• Plan purposeful and frequent student opportunities to collaborate and communicate
• Incorporate growth mindset and motivational practices
• Create a purposeful physical classroom arrangement that allows for flexible groupings, student movement and access to a variety of resources
 

Essential Components

• Use the Curriculum Guide and/or Individual Program Plan to identify and communicate learning goals, and to plan congruent tasks
• Adhere to Time to Learn instructional minutes
• Follow a Yearly Plan (follow provincial plans when available)
• Use Universal Design for Learning as a framework for assessment, instruction and engagement
• Plan and use ongoing and balanced assessment for learning
• Incorporate responsive teaching that includes whole and small group, as well as individual instruction, with a gradual release of responsibility
 

Leadership and Professional Responsibilities

• Foster, support and engage in shared leadership 
• Contribute to the school’s Student Success Plan (SSP) goals, strategies and implementation
• Make teaching visible and reflective through open doors and communication
• Identify needs and access appropriate resources and professional supports
• Engage in ongoing professional learning
 

Regional strategies/actions for success

• Connect regional work in all departments to the System Improvement Plan (SIP) priorities 
• Provide professional learning for administrators pertaining to the SIP, and professional expectations
• Develop a leadership strategy that builds capacity at all levels
• Ensure the work of regional staff is structured to emphasize collaboration in support of schools
• Provide training and support to school staff so they can independently collect, desegregate and analyze data, and make decisions that respond to gaps in student achievement and well-being
 
 

 

 

 

 

 

Foundational practices in all schools and classrooms

Culture of Learning

• Create a safe and respectful environment that is flexible and responsive to the needs of students
• Engage in relational and culturally responsive pedagogy

 

Essential Components

Recognizing and Celebrating Identity

• Promote and value self-identification
• Create a culturally enriched environment where students recognize themselves in their learning
 

School and Community Relationships

• Improve the quality of relationships among and between staff and students in the school
• Value and build relationships with families and the wider community
 

Leadership and Professional Responsibilities

• Follow provincial and regional procedures, policies and guidelines
• Develop school-based practices and decision-making processes to promote student well-being and achievement
 

Regional strategies/actions for success

• Coordinate the efforts of regional staff to focus on SIP Foundational Practices and school SSP goals, through work with Native Student Advsiors, Student Support Workers, mentoring, peer coaching, Collaborative Learning Teams (CLTs), inservicing and regional training programs 
• Support schools with professional learning on inclusion, relational practices, culturally responsive pedagogy, resiliency, and trauma- informed education
• Support schools through creation of school equity teams
• Support school-based leadership in developing and implementing school-based well-being goals and strategies as part of the SSP process
 
 

Foundational practices in all schools and classrooms

Culture of Learning

• Build students’ skills to improve physical health and emotional well-being
• Create an environment where the healthy choice is an easy choice

 

Essential Components

Active Living

• Create opportunities and accessible spaces for students to be physically active
 

School Food Environment

• Provide opportunities for students to access healthy, nutritious food 
 

Healthy Relationships and Practices

• Teach students skills for building positive self-concept and healthy relationships
• Create opportunities and accessible spaces for students to be socially connected
 

Leadership and Professional Responsibilities

• Follow provincial and regional procedures, policies and guidelines
• Develop school-based practices and decision-making processes to promote student well-being and achievement
 

Regional strategies/actions for success

• Support schools with decision-making processes that promote a healthy lifestyle
• Involve community partners in the SSP process
• Support school-based leadership in developing and implementing school-based well-being goals and strategies as part of the SSP process
• Develop a mental health strategy in conjunction with external partners
 

 

 

 

 

 

Foundational practices in all schools and classrooms

Culture of Learning

• Create a flexible math environment that encourages varied modes of participation
• Create a hands-on, inquiry-based learning environment that uses manipulatives
• Encourage multiple representations where appropriate
• Provide frequent, varied, open opportunities to communicate reasoning
• Ensure collaboration between intervention, student services and classroom teachers
 

Essential Components

Planning

• Engage in task analysis to sequence essential steps in mastery of the learning goal
• Plan assessment opportunities to revisit and reinforce previous skills and concepts

Instruction

• Use a three-part lesson structure
• Use problem-based and rich tasks that focus on the big ideas
• Value student personal strategies and reasoning
• Make mid-course corrections in response to learner needs

Assessment

• Use balanced cognitive levels of questions
 

Leadership and Professional Responsibilities

• Collaboratively review school math data and make decisions about next steps
 

Regional strategies/actions for success

• Focus regional work with teachers (through mentoring, peer coaching, CLTs, inservicing and regional training programs) on the SIP  foundational practices and SSP goals
• Develop a self-reflection tool for teachers to assess their use of foundational practices
• Provide administrator professional learning focused on what to look for in math/literacy classrooms and how to support teachers
• Support the collection, desegregation and analysis of data to respond to gaps in student achievement and well-being, guide SSP priorities, make instructional decisions, and monitor impact of decisions.
• Identify effective teachers and encourage peer visitation
 

 

 

 

 

 

Foundational practices in all schools and classrooms

Culture of Learning

• Create an environment conducive to inquiry
• Create and maintain organized and diverse classroom libraries
• Ensure rich visual supports are evident
• Ensure collaboration between intervention, student services and classroom teachers
 

Essential Components

Planning

• Plan for daily/long-range instruction in a balanced literacy framework

Instruction

• Use a three-part lesson structure
• Schedule workshop every day and ensure talk is embedded throughout
• Provide explicit mini/focus lessons based on student evidence
• Make learning visible through modelling and demonstration
• Design opportunities for students to talk/read/write independently, with a partner, and in small groups
• Build in opportunities for conferring and small group instruction

Assessment

• Use balanced assessment and resources based on student reading level
 

Leadership and Professional Responsibilities

• Collaboratively review school literacy data and make decisions about next steps
 

Regional strategies/actions for success

• Focus regional work with teachers (through mentoring, peer coaching, CLTs, inservicing and regional training programs) on the SIP  foundational practices and SSP goals
• Develop a self-reflection tool for teachers to assess their use of foundational practices
• Provide administrator professional learning focused on what to look for in math/literacy classrooms and how to support teachers
• Support the collection, desegregation and analysis of data to respond to gaps in student achievement and well-being, guide SSP priorities, make instructional decisions, and monitor impact of decisions.
• Identify effective teachers and encourage peer visitation

 

Download a PDF version of the AVRCE System Improvement Plan

Notify Me

To receive notification of school closings and other important announcements, please subscribe to our notification system.

Contact us

121 Orchard Street PO Box 340 Berwick NS Canada B0P 1E0
  • Toll Free: 800-850-3887
  • Phone: 902-538-4600
  • Fax: 902-538-4630

How to Find Us