Previous Issues

This how an administrative team worked within their district's Framework for Enhancing Student Learning and used the Spirals of Inquiry process to support their staff and students to delve into the redesigned BC curriculum.

 

Author(s): Christel Brautigam

Spirals of an in-class teacher outlines the process developed to implement Spirals of Inquiry in a high-school semester setting. This article is meant to read as a narrative about how the author executed an efficient Spiral of inquiry inquiry in his classroom.

 

Author(s): Thomas Lowe

Academies disrupt the way we assess, the way we grade, the way we teach, who teaches, who’s in the class, where we have class, and even the school schedule itself is susceptible to disruption. Academies are systems changing programs.

 

Author(s): Paige Hansen

Reflections of a teaching high school principal on learning strategies, student engagement and leadership within the context of knowledge, deep learning and how best to navigate the redesigned curriculum.

 

Author(s): Paul Hembling

We embarked on a transformation journey approximately ten years ago. But the question remains: how do we embed transformational learning into our learning communities.

 

Author(s): Lynn Archer

The streamlining and the filtering that currently exists within French immersion schools is not promoting a culture of difference and it is robbing our students from the varied experiences they get from interacting with difference.

 

Author(s): Desiree Dallaire

A narrative account of how a community changed its educators and their professional practice.

 

Author(s): Gretchen Vogelsang

Strong practice acknowledges that all of our educational choices build community and engagement or, conversely, tear it down. See how Story Studios is building community as a strong literacy approach.

 

Author(s): Claire D'Aoust

Teaching students how to make good decisions by using a decision skill framework grounded in the decision sciences means giving them the opportunity to engage in nuanced civil discourse. This approach to engagement around difficult, divisive, and complex conversations as we strive, globally, to address complex problems is necessary.

 

Author(s): Kristen Vogel

How do education leaders best support building capacity while validating the work of both formal and informal leaders in their systems? In this article, Todd Manuel will describe a leadership series run in School District 67 that emphasizes leadership as a shared responsibility, not as a rank. Meeting over eight Saturday mornings over the past year and a half, thirty educators have committed to being part of this project.

 

Author(s): Todd Manuel

Research confirms quality leadership and quality learning are directly correlated. Supporting a school community to truly thrive, today’s transformational leader requires an abundance of courage. In this capacity, courage can be considered at three levels, each cultivated by five distinct voices.

 

Author(s): Wendy Macken

Attached is a combined academic/narrative style of submission. The author has attempted to provide provide a personal account of her TELP experiences, current research within this area and how this relates to her inquiry interest area on the topic of social emotional learning and leadership development.

 

Author(s): Heather Rose

The powerful impacts of Assessment for Learning (AfL) have a deep evidence base. Despite this research being available for decades, Dr. Lorna Earl worries that we have barely started the AfL journey, that we have become complacent and are skimming the belief systems and practices that will fulfil the promise of AfL. Could a national network make th

 

Author(s): Lorna Earl

There is no doubt there are different levels of leadership and that within any given school there will be individuals who have characteristics of a traditional leader; but it is the emerging leader, the influencer, who takes center stage in this story.

 

Author(s): Rachelle Buch Goncalves

Leadership can take many forms. This paper outlines early lessons learned in a case study featuring a committed group of formal leaders embarking on a collaborative inquiry journey, organized and facilitated by a teacher-leader.

 

Author(s): Brian Davidson

What does it take to be a teacher who scans their learners, learning environment, and their own practice with curiosity and a eagerness to learn? Using the characteristics of an Inquiry Teacher, as defined in her upcoming book with Trevor Mackenzie, Rebecca Bathurst-Hunt frames the transformations that she and her students experienced.

 

Author(s): Rebecca Bathurst-Hunt

The work of story, in our lives and in our learning, shapes our way of being. In this paper, Jana Fox shares how she most recently experienced the power of story during an exploration about how Indigenous ways of knowing and being inform her role as an Indigenous person and educator. Read to find out how she came to know Trickster as her teacher.

 

Author(s): Jana Fox

Students who find themselves two or more grade levels below their peers require additional, intentional programming to be successful. This paper explores programs implemented at Argyle Secondary in North Vancouver, programs that attempt to build scaffolds and supports to allow students to catch up on and fill in the gaps of their learning.

 

Author(s): Brigitte Gerandol

This paper explores the impact of a collaborative inquiry framework on student and educators' learning in a small, rural secondary school. Powerful transformations can take place when teachers embrace research-informed practices, developing their capacity as a community of learners to embrace meaningful learning.

 

Author(s): Deborah Koehn

If we believe changing outcomes for students depends on teacher learning, then we must cultivate a culture of learning in our schools. In doing so, a leader’s focus shifts from managing the building to designing learning environments in which the adults move from being employees to being learners. Here is how one school made this shift.

 

Author(s): Barb Hamblett

Looking under the rug, so to speak, can be a humbling experience. Doing so as a staff can be powerful and instructive. We looked under the rug and found some pretty enlightening truths. This article explores how Academic Service Learning can increase students' intellectual engagement in learning.

 

Author(s): Aaron Akune