Research in schools is becoming a more common practice across Canada and globally. At CHS, this research has a distinct teacherled focus that values the expertise of the professionals in the classroom.
LEARNING that Leads
PROFESSIONAL LEARNING: RESEARCH, REFLECTION, AND REAL-WORLD IMPACT
At CHS, knowledge, collaboration, and experimentation are essential to fostering the commitment to agility that defines the School’ s dynamic and responsive educational environment. For staff, this is reflected in a strong emphasis on professional development, guided by deep learning principles and informed by the evolving needs of students. Central to this commitment are Professional Learning Communities( PLCs) and Research Chairs opportunities for staff, which foster collaboration, inquiry, and the sharing of best practices.
PROFESSIONAL LEARNING: COMMUNITIES
Crofton House dedicates time to research and professional learning. With the 2022-2023 introduction of‘ Late Start Wednesdays’, teaching and administrative staff connect weekly to learn as part of PLCs. These communities both facilitate collaboration between staff across campus, and— recognizing the importance of agency in learning for staff as much as students— provide staff with choice in their professional learning. Through this programming, small groups of staff engage in activities to identify and work towards common goals, co-construct, and disseminate knowledge, and share and reflect on individual practices.
PLCs encompass a nine-week series of staff-selected professional development topics, led both by internal team members and external facilitators. For the 2024 – 2025 school year, staff could select to learn more about the Science of Well-being,
Research in schools is becoming a more common practice across Canada and globally. At CHS, this research has a distinct teacherled focus that values the expertise of the professionals in the classroom.
Artificial Intelligence( AI) in Education, Student Publishing, Neurodiversity, Sustainability, Executive Functioning, Cross-Curricular Learning, Slow Pedagogy, Language Acquisition and Graydin Coaching.
“ PLCs are a more regular part of staff’ s working life,” Mr Griffith, Assistant Department Head, Social Studies, Senior School and Research Coordinator, said.“ Staff who are leading them are really excited about what they are doing too!”
Learning from PLCs has already made a meaningful impact in the classroom. Following one of the spring PLC sessions, external facilitator Cari Wilson— District Vice Principal, Innovation and Technology, West Vancouver Schools— introduced Grade 7 students to AI in preparation for their upcoming transition to Senior School. Ms Wilson discussed students’ existing knowledge of AI, explained its types, benefits, and challenges, and emphasized the importance of understanding safety risks related to personal data and privacy.
RESEARCH CHAIRS OF TEACHING AND LEARNING
At CHS, Research Chairs of Teaching and Learning are appointed for three-year terms to work within the school community to conduct action research, and explore innovative strategies to improve their teaching and the learning of their students. Altogether, they generate meaningful insights that benefit the entire community.
“ Research in schools is becoming a more common practice across Canada and globally. At CHS, this research has a distinct teacher-led focus that values the expertise of the professionals in the classroom,” Mr Griffith said.
For example, as a 2022 – 2025 Research Chair, Ms Duteau, Teacher, English, Senior School, has been investigating best practices for integrating research skills and information literacy, to ensure students are prepared to critically evaluate and analyze information and seek multiple perspectives to inform their views.
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