Smiling students with teacher sitting at a table, reading booksWho Are We?

Members of the Curriculum Department include Curriculum Leaders, Instructional Coaches, Technology Coaches, Student Work Study Teachers (SWST), ESL Resource Teachers and the Outdoor Education Teacher.

How do Curriculum Leaders/Coaches help staff and students?

The Curriculum Department provides support and guidance to our Elementary and Secondary Schools in order to assist with the Ministry of Education’s goals and the goals set out in our Board Improvement Plan.

We Offer Support Through:

  • CLIC (Collaborative Learning in Classrooms) Days
  • Unit planning in all areas of the curriculum
  • Assessment and Evaluation Strategies
  • Collaborative Inquiry planning and implementation
  • Capacity Days
  • Professional Learning Communities (PLC) support
  • Coaching
  • One-on-One Meetings
  • Job embedded research (SWST)

How else do we help?

  • Monthly newsletters to schools about ministry initiatives and current best teaching practices
  • Liaise with the Ministry, board, schools, and teachers
  • Pedagogy support with technology
  • Curriculum support

How do we support the needs of all students?

  • Help to create a safe and inclusive classroom environment
  • Get to know your students individually
  • Use of diagnostic assessment tools
  • Design lessons/tasks/challenges/assignments with multiple entry points
  • Read the OSR
  • Know and understand each child’s IEP
  • Be familiar with support networks already in place
  • Speak to previous teachers about what strategies were successful
  • Understanding of the continuum of the curriculum

Classroom interventions

  • What’s on your walls? Are they helping you with instruction or are they too busy?
  • Differentiate your instruction to meet each student‘s needs
  • Use small group instruction targeted at specific needs
  • Design lessons and tasks that are achievable and build on students’ strengths
  • Use a positive reward system that encourages positive outcomes
  • Assess based on curriculum expectations and/or specific IEP goals and not by student comparison
  • Be specific and clear with feedback so the student can apply it immediately
  • Provide specific Success Criteria for students to promote success

What do we do when a student struggles?

  • Support them and ask them questions to identify student needs and gaps
  • Observe and record behavioural notes
  • Observe for patterns in behaviour (when, where, frequency)
  • Prepare students for transition times
  • Be reflective - was your delivery of the lesson reflective
  • Be aware of body language, tone of voice, and pace