GRADUATION REQUIREMENTS DIALOGUE

Prince Rupert, B.C.

October 4, 2012

Meeting Objectives

• Gather input to develop recommendations for new graduation requirements

The Challenge

We have a strong, stable system, but need a more nimble and flexible one to better meet the needs of all learners.

BC Ed Plan Key Elements

1. Personalized learning for every

student

2. Quality teaching and learning

3. Flexibility and choice

4. High standards

5. Learning empowered by technology

Actions So Far

Regional sessions throughout the province District-led sessions Meetings with partner groups Broad (conferences) and personal (team visits, in

ministry and in the field)

Online public forum (questions and comments)

Educated Citizen• Early Years and Early Intervention• Curriculum and Assessment Framework• Province-wide Conversations

• Strong starting position: motivated students outstanding teachers committed parents skilled administrators dedicated education partners and community members

• Staying solid on the basics, and developing key competencies

• Rigorous provincial-level student assessment, performance standards, and reporting

• Flexibility and choice

Building on Strengths

• BC Colleges

• BC Confederation of Parent Advisory Councils

• BC Principals’ and Vice-Principals’ Association

• BC School Superintendents Association

• BC School Trustees Association

• BC Student Voice

• BC Teachers’ Federation

• Research Universities’ Council

• BC Association of Institutes and Universities

• BC Chamber of Commerce

• Council of Administrators of Special Education

• Continuing Education Directors

• Conseil Scolaire Francophone de la Colombie-Britannique

• Federation of Independent School Associations

• First Nations Education Steering Committee

Provincial Partner Groups

Process

Collecting Information

• Each table assigns a scribe (very important role)

• Capture conversations on feedback forms

Question 1

What do you think are the core or essential things all students should

know, understand, and be able to do by the time they leave secondary

school?

The Educated Citizen• thoughtful, able to learn and to think critically, and

who can communicate information from a broad knowledge base;

• creative, flexible, self-motivated and who have a positive self image;

• capable of making independent decisions;

• skilled and who can contribute to society generally, including the world of work;

• productive, who gain satisfaction through achievement and who strive for physical well-being;

• cooperative, principled and respectful of others regardless of differences;

• aware of the rights and prepared to exercise the responsibilities of an individual within the family, the community, Canada, and the world.

Context for Curriculum• Size: create space to allow creative

uses

• Nature: focus on competencies and higher-order concepts

• Organization: clear standards for areas of learning

• How curriculum is experienced: ■ standards combined and integrated in various

ways■ courses if necessary, but not necessarily courses

The following objectives guide the work of the Ministry of Education for Aboriginal students in British Columbia:

• Aboriginal voice is increased in the Provincial education system.

• Knowledge of Aboriginal language, culture and history is increased throughout the Provincial education system.

• The Provincial education system provides for focused leadership and informed practice for increasing Aboriginal student success

How…

Increase Aboriginal voice by involving Aboriginal people in educational planning and decision-making at all levels;

Increase the knowledge of Aboriginal languages, cultures, histories and pedagogy for all students and teachers (as this will benefit both Aboriginal and non-Aboriginal students); and

Use informed practice to help Aboriginal students succeed.

Cross-Curricular Competencies

• Highlights that cross-curricular competencies are a key feature of the curriculum and make clear what skills/processes of each competency are focused on that year.

Communication(C)

Critical Thinking

(CT)

Creative Thinking and Innovation

(CI)

Personal Responsibility

(PR)

Social Responsibility

(SR)

Big Ideas and Learning Standards• Big Ideas identify the enduring understandings of the

area of learning; Learning Standards describe what students are expected to understand and demonstrate

Contact with others influences peoples’ distinct cultural beliefs.

examine the distinct cultures of First Nations groups living in British Columbia prior to

contact with EuropeansC , CT, GC

appraise the effects of early contact between Aboriginal societies and European explorers and

settlersCT, GC

Question 1

What do you think are the core or essential things all students should

know, understand, and be able to do by the time they leave secondary

school?

Question 2

• Beyond the core, how could pathways for choice or exploration

be provided?

We need to:

• Extend opportunities for external credentials

• Provide choice and flexibility for learners to meet graduation requirements, including academic and non-academic options/pathways (e.g., trades, technology)

• View graduation as a minimum standard. Learners would be able to go beyond graduation to meet personal goals, e.g., advanced math for university prep, trades training

• Move away from grade 10 and 11 examinations in their current form. 

Question 2

• Beyond the core, how could pathways for choice or exploration

be provided?

Question 3

• Research is underway with focus on the following five cross-curricular competencies:– Communication– Critical Thinking– Creative Thinking and Innovation– Personal Responsibility and Well-Being– Social Responsibility

How do you think students could demonstrate these?

Working Description of Competencies• Communications– Imparting or exchange of information,

experiences, and ideas through language, symbols, movement, or images to build a common understanding

• Critical Thinking – Focused on deciding what is reasonable to believe

or do in a given situation

• Creative Thinking and Innovation– Generating and implementing new ideas

• Personal Responsibility and Well Being:– Taking responsibility for one’s actions, making ethical

decisions in complex situations, accepting consequences, and understanding how one’s actions affect others; includes financial literacy

• Social Responsibility:– Being able to take the perspective of and empathize with

others, to recognize and appreciate diversity, to defend human rights, to solve problems in peaceful ways, and to contribute towards social, cultural and ecological causes; includes collaboration and teamwork

Question 3

• Research is underway with focus on the following five cross-curricular competencies:– Communication– Critical Thinking– Creative Thinking and Innovation– Personal Responsibility and Well-Being– Social Responsibility

How do you think students could demonstrate these?

Question 4

• How could student learning be communicated to:

– Students– Parents/Guardians– Post Secondary Institutions/Employers

Proposed Directions for Assessment

Student Assessment• Multiple approaches, emphasizing student self-

assessment and assessment for learning

Possible Supports

• Developmental continua and exemplars for cross-curricular competencies

• Example demonstrations of learning

• Refreshing existing performance standards

Proposed Directions for Assessment

Large-Scale Assessment• There will be provincial assessments at elementary and

secondary grades—what they will look like is TBD.

• Will be designed to support learning.

• Incorporate a wider variety of formats than present, including performance tasks, structured inquiries, classroom-based assessments.

• In elementary, both foundation skills and competencies will be assessed.

• In secondary, increased emphasis on competencies and key areas of learning (will tie in to discussions on graduation requirements).

Communicating Student Learning: Directions and Feedback to Date

• Shift from “reporting” to “communicating student learning”

• Reporting on cross-curricular competencies and areas

of learning

• Ongoing communication with provincial guidelines and supports

• Formal, written summative reporting at key times in the year

• Clear performance standards-based language

• No letter grades for K-9; varied views for Grades 10-12.

• No percentages - varied views

Question 4

• How could student learning be communicated to:

– Students– Parents/Guardians– Post Secondary Institutions/Employers

Question 5

• How would you design an awards program to recognize student

success in a personalized learning environment?

Background

In January, 2012, Ministry staff convened a focus group of senior staff in five school districts to consider the future of a provincial awards program. The group suggested the following changes: revise the provincial awards program to better align with

personalized learning

divert scholarship funding from passport to education and the provincial exam scholarship to the district/authority award,

renew scholarship criteria to focus on all aspects of student success

develop criteria with enough flexibility to reflect unique district and community priorities

The Ministry is consulting more widely among education partners and stakeholders this fall.

Question 5

• How would you design an awards program to recognize student

success in a personalized learning environment?

Next steps• Synthesize/analyze input from regional

sessions into regional report

• Present regional report with recommendations to Ministry and partner groups in November

• Provincial synthesis of 6 regional reports into final Provincial Report in December (for public review)