As a member of the Parkland School Division family of schools, Prescott Learning Centre utilizes a robust Assurance Model to better understand stakeholder feedback. Working with an Assurance Model means that Prescott Learning Centre, Parkland School Division and the Board of Trustees actively seeks to reveal all avenues for stakeholders to tell us how we are attending to our goals and priorities. One important part of our Assurance Model is deriving stakeholder feedback through insightful comments made by parents, staff, community members and students.
Prescott Learning Centre continuously gathers feedback from a variety of sources, including students, parents, staff, the school division and the greater community. In addition to surveys, conferences and day-to-day conversations, our school also uses an on-line assurance process called ThoughtExchange that enables participants to read and rank responses based on three questions:
- What are some concerns you have about our school this year?
- What are some things you appreciate about our school this year?
- What are some other things you would like to say about our school this year?
Pr Assurance Report captures the strengths, opportunities, aspirations and expected results that we gathered throughout last year. In keeping with an Assurance Model, this report provides the narrative for our achievements and challenges presented on our school website.
Strengths are highlighted as areas that are working well in Prescott Learning Centre. In our commitment to quality learning, we recognize that there will always be room for growth. We are proud of the strengths and accomplishments you have recognized in the work we do.
Opportunities are areas for growth or attention. As a school, we recognize these as areas in which we need to focus more attention and we see that these are also important to you.
Aspirations are presented as priorities for a preferred future. Our stakeholders have shared a vision for where we need to go and what our world will look like when we’ve mastered our strengths and eliminated growth areas.
Results capture expectations for measuring success. In other words, how will we know that we know we are successful?
In 2015-2016 Parkland School Division’s Board of Trustees approved an ambitious Education Plan that was generated through the Assurance Model. The Plan established enduring strategic processes (enduring priorities) that will always be considered in the generation of strategies (forward-thinking actionable plans). These strategies enable us to achieve our outcomes (goals).
Parkland School Division’s Ultimate Goal is Student Success and Well Being. Students will be encouraged to explore, create, imagine, and engage in lifelong learning as they develop competencies that prepare them to enter the world of post-secondary studies or work. The Division believes that student success is closely linked to student well-being and the development of social-emotional assets that build resiliency and is therefore committed to the development of the whole child at all levels of their education. The goals, outcomes, priorities and strategies identified in the Education Plan are focused on the achievement of the Ultimate Goal: Student Success and Well-Being.
Two enduring priorities continue to guide the work of the Division. These priorities are considered to be enduring as they are necessary priorities to consider in establishing any goal:
The Enduring Priority of Engagement: Engaging all stakeholders: students, staff, and the local and global communities. Goals and strategies must include a consideration of how they will be shared and supported by all stakeholder groups.
The Enduring Priority of Resource Stewardship: Ensuring equitable and sustainable use of our resources and ensuring financial responsibility. Goals and strategies must include a consideration of how they will utilize limited resources with maximum results.
In addition to the enduring priorities listed above, the 2015-2018 Three Year Education Plan includes the goals necessary to achieve student success and well-being:
Inclusive Education: Parkland School Division is an inclusive education system. An inclusive education system is one that demonstrates behaviours and decisions that reflect valuing all students. The Division is committed to achieving this goal and to fulfilling the provincial mandate for inclusion.
In Parkland School Division everyone is accepted and experiences a sense of belonging. Every student, no matter their ability, disability, language, cultural background, religion, sexual orientation and gender identity, has meaningful contributions to make.
Using the programs of study as the framework for learning, every student is engaged in meaningful and authentic ways. All students are treated equitably; they get the support needed when they need it, and for the intensity and duration of time for which they need it.
Quality Learning: Student success and well-being depends on quality instruction in an atmosphere that respects each learner’s independent spirit. Quality teaching practices promote the development of innovation and creativity while attending to meaningful assessment and reporting practices that reflect alignment with Inspiring Education.
Quality Learning builds on the Division’s Inclusive Education goal in that all students are connected to the Programs of Study and all students have the supports and educational quality necessary to achieve success.
Culture of Wellness: Parkland School Division is committed to Student Success and Well-Being. The Division recognizes that, as a system, well-being must be present for all stakeholders, and therefore is committed to fostering physical literacy, lifelong health and wellbeing at all levels. The Division believes that student success is closely linked to student wellbeing and the development of social-emotional assets that build resiliency.
The development of citizenship and social responsibility contribute to wellness and are integral to the delivery of a broad and comprehensive program of studies. We are dedicated to the development of the whole child.
Universal Leadership: Student success and well-being requires collaborative, universal leadership that employs calculated risk-taking and a determination to consider and implement new and innovative ideas. The Division’s Board of Trustees continues to embrace the direction set by Alberta Education to adopt a Generative Governance Model that demands public confidence in all facets of the system. The Division’s clear strategic direction will be maintained, administered and reviewed on an ongoing basis to ensure true stewardship of resources.
As a learning organization, the Division recognizes continued improvement through a commitment to leadership at all levels.