Brookwood School
(K–4)

Assurance

2016-2017 Assurance Report

Principal: Terry Caouette
School Council Chair: Ashley Southworth

Vision: Parkland School Division is a place where exploration, creativity and imagination make learning exciting and where all learners aspire to reach their dreams.

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Background
Inclusive Education
Quality Learning
Culture of Wellness
Universal Leadership
Engagement/Communication
Resource Stewardship

Background

As a member of the Parkland School Division family of schools, Brookwood School utilizes a robust Assurance Model to understand stakeholder feedback better. Working with an Assurance Model means that Brookwood, Parkland School Division and the Board of Trustees actively seek 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.

Brookwood 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 online 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?

Brookwood’s 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, and is presented on our school website.

Strengths are highlighted as areas that are working well in Brookwood. 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 areas 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 areas in need of growth.

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 since 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.

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 it is committed to fostering physical literacy, lifelong health and well-being at all levels. The Division believes that student success is closely linked to student well-being 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.

Process

As a school committed to growth and learning, Brookwood School believes educational planning is a process without beginning or end. The evolutionary process of developing strong goals and clear strategies in our education planning process has enabled us to emerge as one of a family of schools in a transformative school division, which is well-respected for innovation and excellence in education.

As the school engages stakeholders, the plan ensures that Brookwood School is both forward-thinking and responsive to stakeholder concerns. Assurance, as a measure of confidence, can be revealed through engagement processes. The process of collecting information involved analyzing and reporting on data obtained from surveys, emails, observations and conversations, thereby providing the roadmap to achieve our essential vision for the future of our school.


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Inclusive Education

At Brookwood School, our school-based support team is comprised of our administration, our Learning Coach, our Collaborative Teaching Partner, our Community Support Worker, our teachers and our educational assistants.

When students are identified to be struggling, our school-based team meets and works together to develop a plan to provide supports for the child. The team then collaborates to implement the plan. After a period of implementation, the plan is reassessed. The supports that are working are continued and any needed modifications are made.

If large areas of need still exist, the Inclusive Education Lead will access Learning Services to meet and collaborate with the school-based team in order to develop further supports for the student. There is an ongoing cycle of assessment to ensure the plan is supporting the student in a manner that will lead to independence and continued success. 
 

Programs and resources for kids with special needs are fantastic! Again, staff is on top of getting students with special or extra needs assessed and programs put into place, quickly making for smooth running classrooms.

- Brookwood Parent
 

Implementation of the new pre-school program (EE) for kids with special needs. The access to professionals made available through this program is of great importance to myself, my family and of course my participating child. Being able to access this program locally gives us comfort, hope and assurance that our child is access the supports needed. 

- Brookwood Parent
 

Overall, within the community, Brookwood has a reputation for a school that supports all students to achieve academically, emotionally, socially and  physically. We are recognized as a school with high expectations for all our community members; staff, students and parents.

- Brookwood Staff Member
 

Strengths

  • We have a school-based Inclusive Education Team which consists of our administration, Inclusive Education Lead, Inclusive Education Lead Partner, Learning Coach, Collaborative Teaching Partner, Counsellor, Mindfulness Lead, classroom teachers and educational assistants. We collaborate together to ensure the appropriate supports are in place to meet the needs of our students.
     
  • We have a regular, ongoing communication between administration, teachers, educational assistants and parents via Connections Council Meetings, Parent Meetings, Individual Program Plans (IPP) and Positive Behavior Support Plans (PBSP) to ensure the diverse learning needs of our students are met.
     
  • At Brookwood School, we use proactive measures instead of reactive measures wherever possible.
    • We host transition meetings for students moving into our school, and we have direct contact via phone calls to schools of students moving in from another division.
       
    • “Teacher speed dating” occurs at the end of the year, where teachers share important information with next year’s teacher about their current students.
       
    • We hold Inclusive Education Meetings twice each year, where each teacher meets with our school-based support team about each of their students.
       
    • Connections Council meets weekly as needed, and allows us an opportunity to talk about individual students and how we might support them in a responsive way.
       
    • Our Learning Coach aids our teachers and educational assistants, working elbow-to-elbow with them to put supports in place for students.
       
    • Our Inclusive Education Lead (IEL) and Inclusive Education Lead Partner assist teachers with Individual Personalized Plan (IPP) development, in addition to accessing supports and services for our students based on their presented needs.
       
  • At Brookwood School, we solve problems responsively with flexible and out-of-the-box thinking, focusing on doing what is best for kids, not what is easiest for administration. When making decisions, we ask ourselves, “How is this in the best interests of student learning?”
     
  • We have school-based programming, which includes our school-wide fine and gross motor group, our Leveled Literacy Intervention Program, Zen Den (a program for identified students who require support dealing with their anxiety), our school-wide Mindfulness Program and our Roots of Empathy and Rainbows Programs.
     
  • Classroom programming support might include precision reading, pirate printing, shared reading, small group instruction and/or educational assistant support to individuals or small groups of students.  
     
  • Extracurricular opportunities provided by staff include Running Club, Cross-Country Running, Drama, Grade 3 and 4 Choir, Cheer Team, Running Room Games, Justice League and Grade Four Student Leadership Teams.
     
  • We believe in supporting the diversity of all students, both in our mainstream classes and our Maranatha Christian Program (MCP) classes.
     
  • We provide nutrition support for all students including breakfast, fruit bowls, yogurt and forgotten lunches as needed.

Opportunities

  • Increasing the use of specialist support from outside the school, which may include speech language pathologists, occupational therapy, behaviour and/or psychological support
     
  • Improving responsiveness: when there is a high level of need in the school, responsiveness may be dependent on time and financial constraints
     
  • Ensuring classroom and/or school-wide supports for students with needs
     
  • Continuing early identification of students with needs
     
  • Recognizing that large class sizes may impede our ability to meet all student needs effectively
     
  • Working on meeting the needs of those students who display exceptional strengths academically, and continuing to challenge those students

Aspirations

  • A learning environment whereby all students are given the opportunity to achieve their personal best, and are asked to achieve their personal best by the school community
     
  • A nurturing environment that strives to provide positive, strength-based programming that respects the diversity and uniqueness of all students
     
  • Our education plan on the website outlines the strategies in place relative to this quality standard. 

Results

  • Continue to provide the supports, and services based on the continuum of supports, to meet the needs of our diverse learners. 


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Quality Learning

At Brookwood School, students are encouraged to explore, create, imagine and engage in lifelong learning as they develop their skills and competencies as engaged thinkers and ethical citizens with an entrepreneurial spirit. Students actively engage in their academic learning in a positive and inclusive learning environment designed to provide students with a quality education.

Brookwood staff will continue to embrace opportunities to work collaboratively. We are committed to student success and work with parents, students and each other to ensure that students are achieving goals and developing an understanding of their individual learning styles.

Staff members understand that students learn in many different ways, and therefore use differentiated instruction to ensure that different learning styles are addressed in an inclusive educational setting. There are a variety of supports available for students to access, such as individualized programs focused on identified needs and strengths, behavioral support through internal and external agencies, the use of assistive technology and balanced literacy and access to our Early Childhood Team for Kindergarten students.

Strengths

Brookwood is awesome! From when I walk in the doors as a parent… the friendliness and genuine concern is evident. I truly know that my daughter is cared for, educated and provided with everything she needs to succeed at Brookwood. Thank you!

- Brookwood Parent
 

Brookwood has a strong teaching team. The teachers provide excellent learning opportunities and support for students.

- Brookwood Parent
 

  • Demonstrating an understanding of innovative educational practices and their role in Brookwood and Parkland School Division
     
  • Fostering quality learning in a caring environment where learning is personalized, authentic and supports all students
     
  • Maximizing student learning through effective use of teaching and support staff
     
  • Creating a structured atmosphere, with teachers providing education to all with a high level of expectation
     
  • Teaching students to articulate what they are learning and where they are at in their learning process
     
  • Maximizing student learning through implementation of Inclusive Education Meetings to ensure that all students are accessing the supports that they require

Opportunities

Brookwood classroom environments are finding the balance between best practices and new ideas.

- Brookwood Staff Member
 

  • Brookwood staff are working at creating classrooms that embrace inclusiveness, collaboration and cooperative learning.
     
  • Brookwood is promoting collaborative teams, with colleagues working together to implement best practices.
     
  • We encourage staff to take part in Professional Development opportunities.

Aspirations

I aspire to [create] a safe learning environment where students thrive; where curiosity and character are developed.

- Brookwood Staff Member
 

Great teachers, good programming. Impressed as always with the teachers and the programming.

- Brookwood Parent
 

My daughter seems excited about what she is learning. I think her teacher seems to be doing a good job in getting my daughter engaged and excited about learning. I think that is fantastic.

- Brookwood Parent
 

  • Brookwood strives to create a balance of quality education and citizenship development.
     
  • Brookwood School will explore, share and promote improvements to instructional practices that increase success, and to mindful student engagement using the Alberta Programs of Study.
     
  • Brookwood School will promote exemplars that capture the process of using the Programs of Study through competencies as opposed to content.
     
  • Brookwood School will explore, share and promote improvements to engage in literacy and numeracy teaching practices across curricula and for all students in K-4.
     
  • Brookwood School will research, reveal and share technology approaches designed to remove barriers to learning.
     
  • Brookwood School will support First Nations, Métis and Inuit students using culturally relevant and responsive education practices and strategies.
     
  • Brookwood School and the School Council will be encouraged to establish strategies that increase parent and community engagement.

Results

The teachers and teacher support staff are all wonderful and treat our son and us very well. We appreciate their effort to include us in what is happening with our child’s education, whether through conversation or email.

- Brookwood Parent
 

  • Parents, students and the community will demonstrate confidence in student achievement, assessment and reporting.
     
  • Staff are able to demonstrate an understanding of innovative educational practices.  
     
  • Learning is personalized and authentic, and supports student choice.
     
  • School staff members are perceived as exemplifying confidence in technological literacy.


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Culture of Wellness

Brookwood Staff recognize that, in order for students to achieve optimum learning, it is necessary to be physically and mentally ready. Focusing on mental health, with the assistance of our school-based and school-linked teams, we will continue to support a sense of well-being for our students. Brookwood School will continue to integrate wellness beyond the health and physical education programs by offering extracurricular activities for Grades 1-4.

The Brookwood School community communicates that “healthier students are better learners”. They also understand that Brookwood staff believes that a positive, caring staff and health-conscious community supports students with an encouraging environment that promotes risk-taking while learning. Brookwood staff believe that students’ mental and physical well-being promote their achievement.

Through our engagement processes, Brookwood School recognizes that wellness remains a key concern for parents, students and staff. 

Strengths

Extracurricular activities offered are astounding and fantastic! The staff work so hard and put so much time and effort into providing an array of extracurricular activities and events. I am really appreciative.

- Brookwood Parent
 

The opportunity for sport activities - wonderful opportunities for students to participate in skiing skating, swimming in the various grades, as well as the chance to try out and participate in the Running Room Games.

- Brookwood Parent
 

Great that there is a monthly focus on health issues school-wide.

- Brookwood Parent
 

The impact that Brookwood has had on my children is hard to put into words. Part of that is the responsiveness of the staff to mental health through things like mindfulness and having counselling services available at the school. So appreciated!

- Brookwood Parent
 

  • The Nutrition Projects are well-embraced and well-used in our school. These projects include Club Moo, Fruit Baskets and  Forgotten Lunches.
     
  • Student wellness opportunities are available for all of our students. Students can participate in extracurricular activities, such as Justice League, Drama Club, Spirit Team, Grade Four Student Leadership Team, Running Club, Grade 3&4 Choir and Running Room Games. These opportunities provide students with the opportunity to feel connected, build confidence and  find their passions.
     
  • All of our students participate in Mindfulness. Mindful Minutes are scheduled into the timetable. Our students and staff start the day with Mindful Minutes. We have a Mindfulness Coach who infuses Mindfulness into the health curriculum. Mindful practice helps to ensure our students are present and ready for learning.
     
  • School-wide month-long wellness themes have engaged our students and broadened their awareness of what constitutes wellness. Themes have included 12 Days of Fitness, Turn off the Tube & Get on the Move and Don’t Hibernate - Participate.
     
  • Several classes are participating in the Tower Garden Projects. Students in this project are growing vegetables, then harvesting and eating their produce.
     
  • Brookwood School has staff trained to facilitate the Rainbows Program, which is a program focused on helping students deal with loss due to separation, divorce or death.
     
  • Brookwood School has staff trained to facilitate the Roots of Empathy Program. This program is designed to help students develop the ability to ‘walk in someone else’s shoes”. Student learn to identify their own feelings and the feelings of others. 

Opportunities

  • Brookwood School will seek to clarify the causes and symptoms of mental health concerns that exist for students and staff.
     
  • Supported by the Division, Brookwood School will improve access to emotional and mental health supports for students and staff
     
  • Brookwood School will improve community education in regards to the context of bullying, aggression and mean behavior to reveal research-based strategies to reduce these behaviors.
     
  • Brookwood School will continue to support the establishment of a Wellness Team and Health Champion, and forge strong community partnerships. We will also promote and support the initiatives of the Wellness Team and Health Champion.
     
  • Brookwood School will continue to explore opportunities to enhance student and staff wellness.

Aspirations

Lots of great clubs for students. I appreciate that there are lots of different opportunities for the students to be involved in various clubs like drama and Justice League.

- Brookwood Parent
 

Effort made by Brookwood staff to welcome and include the MCP (Maranatha) Program. Thank you so much!

- Brookwood Parent
 

  • Establishing a culture of wellness at Brookwood School would help students and staff feel healthy, resilient and connected to one another. All members of our school should feel valued and cared about. 

Results

  • The level of concern regarding student and staff wellness is reduced, as reported through engagement processes.
     
  • Partnerships supporting youth are expanded, as reported through engagement processes.
     
  • Programs that recognize and support wellness are nurtured, as reported through staff engagement processes.


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Universal Leadership

Strengths

One of our greatest strengths at Brookwood would be the collaborative efforts of staff, parents and students towards citizenship and academics for an inclusive school of this size. Leaders at Brookwood work together to provide and support many opportunities for students to grow in multiple ways to enhance the whole child.

- Brookwood Teacher
 

I read a quote the other day that I wanted to share with you: “Gratitude is one of the least articulated of the emotions, especially when it is deep.” As I reflected on this year I had a deep sense of gratitude and thankfulness for ally you’ve done to make us feel welcome in your school. I have so appreciated all you’ve done to made the transition smooth for MCP.

- Brookwood Teacher
 

Justice League – I think this a wonderful program for kids to be involved in.

- Brookwood Teacher
 

  • The development of subject area expertise is supported based on professional interest and professional growth activities.
     
  • Student Leadership opportunities are provided at the community, school and classroom level, and are designed to be positive experiences based on interest and abilities.
     
  • Staff Leadership is demonstrated in providing student opportunities such as the Grade 1-4 Justice League, Grade 4 Student Leadership Teams and Grade 3 Juice Box Recycling Program.   
     
  • Staff assume leadership roles, such as Technology Lead, Learning Coach, Strategic Leadership Program participants, IEL and IEL Partner, Mindfulness Lead Teacher, Wellness Team and Health Champion, School Improvement Planning (SIP) Teams and Learning Leaders Program participants.

Opportunities

An area of growth we aim for most recently is to build our toolboxes with strategies to support all students in an inclusive environment, where every student comes away from an activity with degrees of lifelong skills and attitudes.

- Brookwood Teacher
 

  • Staff members are encouraged and supported when developing leadership opportunities, such as Exploring Leadership, Learning Leaders and other school-based opportunities.
     
  • Leadership Communities-of-Practice will allow us to collaborate and improve our skills.
     
  • Brookwood will continue to focus on developing the competencies students need to help them learn.
     
  • Effective learning and teaching can be achieved through collaborative leadership.
     
  • Brookwood will continue to create PLC opportunities that will benefit our community.

Aspirations

Stakeholders at Brookwood are working towards an environment where targeted leadership supports all stakeholders with a primary focus on student learning and well-being.

- Brookwood Teacher
 

  • Administration actively seeks out leadership opportunities for members of the school community.
     
  • Community members actively seek out leadership opportunities.
     
  • Leadership roles are recognized as multi-faceted, of a variety of levels and defined by a personal interest.

Results

We are fortunate to have universal leaders throughout our staff who have a variety of strengths and experiences.

- Brookwood Teacher
 

  • Brookwood is a school where all community members are supported in assuming leadership roles, based on their ability, interest and professional development.
     
  • At all levels, Brookwood School will seek ways to synchronize individual aspirations with organizational opportunities.


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Engagement/Communication

Communication comes quickly and clearly and frequently. Love hearing what’s up at the school.

- Brookwood Parent
 

The Brookwood Banner is great.

- Brookwood Parent
 

I appreciate that there are many methods of communication between the school/teacher and parents. It’s wonderful that we can get to the correct person without involving a middle man.

- Brookwood Parent
 

 I feel the school has done great with the newsletters [sent] home to keep parents in the loop. We have always been made aware of events and news well in advance to plan appropriately.

- Brookwood Parent

Strengths

The creation of a responsive plan for education depends on strong stakeholder engagement. Brookwood School provides opportunities for the School Council and our stakeholders to be involved in our planning process:

  • Several School Council members attended the November parent Engagement evening at Memorial Composite High School.
     
  • During the monthly School Council meetings, there is ongoing discussion regarding parent input into the school’s initiatives and opportunities for volunteering.
     
  • Parents have the opportunity to volunteer at our school in a variety of capacities.
     
  • Community Presentations (City of Spruce Grove)
     
  • We support charitable initiatives in our community, such as the Parkland Food Bank (via our “We Scare Hunger” activity) and the Pet Food Bank (for which we collected food and supplies).
     
  • We provide weekly school updates to parents via our Brookwood Banner newsletter.
     
  • Time-sensitive and important information is sent to parents directly by email or through the website.
     
  • TV displays in our front entry provide visitors with information.
     
  • Our phone system incorporates on-hold messaging.
     
  • Teacher newsletters, teacher webpages and/or blogs allow parents to stay up-to-date with classroom assignments and events.
     
  • Parent-Student-Teacher Conferences are held twice per school year.
     
  • School-based functions (Open House, Kindergarten Meeting, Family Lunch, etc.) give us the opportunity to interact with members of our community.
     
  • Large number of Volunteers
     
  • Kinette Christmas Hampers

Opportunities

  • Our School Council provides advice and input in the development of our school Education Plan.
     
  • We provide various opportunities for students to take on a variety of leadership roles.
     
  • Student-focused assemblies encourage student participation.
     
  • We allow students to act as tour guides for visitors to our school.
     
  • Grade 4 students are given the opportunity to be lunch helpers for grade one and two students.

Aspirations

  • We strive to provide solid communication, which is essential to creating the foundation for effective partnerships with parents and the community.
     
  • We encourage active involvement of parents and the community in the events happening at school.
     
  • We would like to improve our communication by having more parents sign onto the parent portal.

Results

  • Staff, students and parents will be aware and connected to events happening in the school.
     
  • Staff, students and parents will provide feedback to any surveys issued and the information provided will help to guide our practices.


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Resource Stewardship

Strengths

The teachers that we have had the pleasure of working with are pleasant, thoughtful and energized. They keep in touch with us with regards to concerns and accomplishments. They are positive role models for our children and we love watching our kids thrive under their care.

- Brookwood Parent
 

  • Having a school vision of high standards of learning for all
     
  • Focusing on continuous school improvement
     
  • Ensuring that the mission and vision of the school shapes the educational programs, plans and activities
     
  • Promoting success of all students by ensuring management of resources for a safe, efficient and effective learning environment 

Opportunities

  • Accessing increased online textbooks and resources to support curriculum
     
  • Utilizing the knowledge, expertise and experience of staff members
     
  • Ensuring staff and students can access non-material resources, such as career planning resources, support groups, our Inclusive Education Lead and staff mentors
     
  • Ensuring that staff are aware of what tools and resources are available to assist them in doing their job
     
  • Ensuring the budgeted planned replacement of technology continues once laptops or Chromebooks reach the end of their life cycle

Aspirations

  • Stewardship of resources is defined as “the care, handling and management of resources.” At Brookwood, responsible stewardship means responsibly handling and managing the resources available to us to address the needs of our building.
  • Through responsible stewardship, staff strive to provide everything they possibly can for our students to excel. 

Results

  • Administration will report a balanced budget that is supporting the learning of students and the teaching practices of staff.
     
  • Resources (including but not limited to textbooks, online programs, library books, assistive technology, physical education equipment and teaching and learning tools) will be readily available.
     
  • Students will have access to technology that will support their learning.
     
  • Professional learning opportunities will be readily available to staff to assist them in supporting student learning.
     
  • Parents will report satisfaction through the “Tell Them from Me” survey that learning resources are responsive to the individual learning needs of each student.


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