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  • Multi-Year Strategic Plan 2023-2027

    The Multi-Year Strategic Plan (MYSP) for 2023-2027 is centred on key insights gleaned from the , published in March 2023. Ongoing opportunities in April, May, and June for community to engage with drafting the MYSP and provide feedback shaped further refinements. A key takeaway based on feedback from staff and students was that the MYSP for 2023-2027 should maintain and further refine the .  

    The MYSP is inspired from the idea that broad collective agreement about expectations and commitments is essential to achieving a more fulfilling and flourishing life at school and work. The plan emphasizes our commitment to , , co-stewardship with all staff, partnership with families, nurturing student voice and agency, leveraging and developing our data literacy, as well as collaboration with governments and community.   

    The MYSP is informed by the , and published in 2022. 

    The MYSP is also a multi-disciplinary endeavour that builds on the provincial and national research projects and initiatives that 91探花app has co-designed with universities and educational partners. 

    To learn more about the MYSP’s four strategic priorities and 25 actions that will guide the 91探花app community on its journey for 2023-2027 open the following links. 

    BelongingMasteryIndependenceGenerosity
    BelongingMasteryIndependenceGenerosity


    Strategic Priority 1: Belonging  

    A strategic priority focusing on inclusion to foster well-becoming to ensure students and staff are welcomed, accepted, valued, healthy, and safe while at school and in the workplace; and parents/guardians are welcomed and valued as essential partners.        
      

    Advancing this strategic priority is supported by the following strategic actions: 

    1.1. Expanding the 91探花app Community Schools Network at the René Deleurme Centre to serve more schools and families.   

    1.2. Creating a Comprehensive Workplace Safety and Health Program to promote and support safety, health, and wellness. 

    1.3. Reinforcing developmentally and trauma sensitive practices to address prejudice and barriers that impede belonging.  

    1.4. Strengthening Indigenous Language Education by implementing a language nest program in our family centres, expanding the locally developed Kindergarten to Grade 3 Indigenous Languages Exposure curriculum to reach all students in all schools, and expanding Indigenous language credits in Grades 9 to 12. 

    1.5. Reframing the Grade 11 English Language Arts Curriculum to focus on Indigenous literature and perspectives, while ensuring the Grade 11 History Curriculum thoroughly explores Indigenous histories and perspectives.  

    1.6. Expanding International and Heritage Language options in high schools. 

    Strategic Priority 2: Mastery

    A strategic priority focusing on equity to support student learning by ensuring that pedagogical and clinical approaches and practices are sensitive to students’ individual circumstances so that all students thrive and realize their full potential.        
      

    Advancing this strategic priority is supported by the following strategic actions: 

    2.1. Strengthening a learner-centred approach that emphasizes the interconnectedness between cognition, metacognition, social-emotional learning, academic learning, and well-becoming to ensure instruction is tailored to meet and build on the unique needs, interests, aptitudes, and abilities of individual learners and communities of learners. 

    2.2. Enhancing a culture that engages student voice and agency to meaningfully centre the student experience in decision making in classrooms, schools, and divisional systems. 

    2.3. Employing and refining universal early screening and monitoring to ensure a preventive and proactive approach to teaching and systemic interventions.  

    2.4. Creating and implementing a curriculum to nurture social and emotional competencies in all Kindergarten to Grade 12 classrooms. 

    2.5. Increasing equitable access to the French Immersion program.  

    2.6. Enhancing the Early Start French in Kindergarten to Grade 3 and French Communication and Culture in Grades 4 to 12 curriculums in our English program schools. 

    Strategic Priority 3: Independence  

    A strategic priority focusing on engagement and innate curiosity to nurture responsibility, empower self-directed learners, and inspire life-long learning.        
      

    Advancing this strategic priority is supported by the following strategic actions: 

    3.1. Focusing on formative and dynamic learner assessment to promote learner agency and potentiality as well as support more accurate grading.  

    3.2. Creating and teaching an Information Literacy Continuum and Curriculum in Kindergarten to Grade 12.  

    3.3. Developing a framework to assist staffs’ shared responsibility to support the neurodiversity and diverse abilities in our classrooms.  

    3.4. Developing a framework to assist staffs’ shared responsibility to support multilingual learners in becoming proficient in English and French in the context of French Immersion schools.  

    3.5. Engaging a whole-school and community-focused approach to teach and learn about and from the United Nations’ Sustainable Development Goals by emphasizing Indigenous worldviews and land-based instruction. 

    3.6. Enhancing Project-Based Learning, Practical Arts, Technical Vocational, Apprenticeship, Adult Education, and Career Development offerings, their interconnectedness and connection to all K-12 English and French Immersion classrooms.  

    Strategic Priority 4: Generosity  

    A strategic priority focusing on the ethics of care and hospitality to support thriving learners and flourishing communities.        
      

    Advancing this strategic priority is supported by the following strategic actions: 

    4.1. Building safe, modern, and accessible indoor and outdoor learning and work environments in all schools and workplaces. 

    4.2. Expanding safe, active, and equitable transportation to and from school. 

    4.3. Implementing universal full-day Kindergarten and a more equitable approach to before-and-after school care in all elementary schools. 

    4.4. Creating a flexible, short-term learning and therapeutic space for students in elementary and high schools needing to be away from a school to support their successful return to a classroom.  

    4.5. Implementing a universal healthy foods and beverages program. 

    4.6. Fulfilling the aspirations, protocols, and practices of the Employment Equity Policy. 

    4.7. Implementing a “Nurture our Diversity” teacher development program that supports students that identify as members of historically oppressed, marginalized, and underrepresented groups in the teaching profession to successfully complete two post-secondary degrees and start their teaching career in 91探花app.