Catholic School Learning Plan for Philip Pocock Catholic Secondary School
Annual Progress Report
Shared Priorities:
Creating Catholic Conditions for Well-Being, Learning and Leading
Outcomes:
1. By the end of the school year 2016, there will be a decrease in the proportion of students
reporting that they have been bullied, as demonstrated by the CCCC Climate Survey results
Outcome Progress Comments
6/4/2015: We have successfully implemented our Link Crew program which focused on anti-bullying. Student
feedback that was provided was very positive in that the Link Crew program helped to build relationships and
foster a safe and caring environment in the school.
6/1/2015: As we continue to focus on student well-being through various activities in the school, specifically
through the Link Crew program, there has been a marked decrease in the number of reported bullying incidents.
Administration has focused on dealing with incidents in a very timely manner via thorough investigations which
enable students to feel at ease when reporting an incident. Link Crew leaders continue to be the "go to" leaders in
the school providing continuous support and information for the student body. Link Crew leaders continue to be
role models for all students and mentor students through embodying the Catholic School Virtues in the school
community.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for Philip Pocock Catholic Secondary School
Annual Progress Report
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2. By the year 2016, there will be a marked increase in the proportion of educators who
actively apply the knowledge gained through professional learning opportunies.
Outcome Progress Comments
6/4/2015: The implementation of the 3 year Literacy Framework has successfully been implemented and has
nurtured a culture of Literacy across the curriculum. Teachers have implemented many of the strategies taught
through the weekly activities in their curriculum subject area. Students feel more confident in their writing skills
and their ability to read critically both explicit and implicit text and, decipher key vocabulary words.
6/1/2015: As part of the school's Theory of Action, the focus has turned to a school-wide collaborative inquiry on
the use of Digital Technology in the classroom as a way to implement new pedagogy for 21st century learning.
Using a new staff meeting model, teachers will continue to participate whereby new staff business and digital
technology professional learning will be promoted monthly. Peer coaching and peer learning as a way to increase
collaboration, discussion and reflection connected to the application of digital technology and other important
topics will continue to be provided to staff professional learning. Administration communicates via weekly emails,
various curriculum articles through the ASCD website. District-wide supports through the district’s ICT department
continue to be used for staff professional development. Print resources such as, The Digital Principal by Hughes
and Burke, Digital Learning Strategies-How do I assess 21st work? by Fisher and Authentic Learning in the Digital
Age-Engaging students through Inquiry will be used for guiding the implementation of digital technology in the
classroom. Professional learning will be used to model and promote effective use of technology that will in turn
enhance student literacy and digital literacy development, improve overall student achievement, increase access to
information, increase student interest and motivation and provide opportunities for demonstrable competence of
digital citizenry.
Shared Priorities:
Building Collaborative Practices Through Inquiry
Outcomes:
2.0 LITERACY PILLAR. By June 2016, student performance will increase by 5% on the EQAO
OSSLT assessment of literacy.
Outcome Progress Comments
6/4/2015: Literacy is now an area whereby teachers whereby teachers model the descriptive feedback as an
authentic form of assessment. Students have continued to gain a number Literacy tips and strategies for both
reading and writing.
6/1/2015: The 3rd year of the Literacy Framework has proven to be a successful one. Literacy support continued
in all areas of the initiative: Get Ready program, After-School Literacy sessions, Professional Development support
in the area of descriptive feedback for teachers to enhance assessment practices and teacher efficacy. Descriptive
feedback continued to be a focus as part of the formative assessment piece on Assessment for and as Learning.
Equitable time was provided to the Literacy initiative throughout the year as all staff participated during various
classroom periods. After school sessions were increase to being offered both semesters to all grade 10 students.
Distributed Leadership helped to empower staff to take on leadership roles as a way to promote succession
planning. Assistive technology workshops for both students and staff were increased to assist all ‘at risk’ learners
(IEP, ELL) and to fully prepare for the OSSLT. Three sessions were completed for the On-line trial for the OSSLT in
preparation for next year as part of Pocock’s Digital Technology Collaborative Inquiry. The grade 9 mock tests were
returned to students for reflection and review. A gap analysis was conducted to determine the areas of need for
the next year 2015-16.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for Philip Pocock Catholic Secondary School
Annual Progress Report
Shared Priorities:
Enhancing Transitional Practices
Outcomes:
4.0 PATHWAYS AND TRANSITIONS PILLAR: By June 2016, the graduation rate will increase
by 5%.
Outcome Progress Comments
6/4/2015: Pocock will continue to find ways to facilitate the transition to secondary school. Increased
collaboration with both the elementary and secondary panels will be enhanced to provide knowledge and
understanding of how to best prepare students for the transition to high school.
6/1/2015: As part of the Transitions initiatives Pocock will continue on with the Get Ready and Link Crew programs.
Elementary feeder schools will continue to be invited to our school Arts performances, Diversity conference and
shadow days. The Student Success Teacher and Guidance department will continue to meet with feeder school
teachers to collaborate and share information regarding students who may be at risk and who may require
additional supports. Our support services team will also continue to collaborate with feeder schools where needs
may arise to help our families in the community. As part of the Math initiative for the upcoming year, teachers of
our Elementary feeder schools will join secondary school Math teachers to collaborate on how to best prepare our
students for the high school Math program.
Shared Priorities:
Knowing the Learner through Assessment
Outcomes:
4. By the year 2016, a notable increase in the proportion of educators who increase their
understanding of assessment for and as learning, as a result of professional learning
opportunities will be demonstrated thorughout the school community.
Outcome Progress Comments
6/4/2015: Assessment for, as and of learning has and will continue to be a focus in the coming years. Next Steps
will be critical in providing consistency in the area of assessment as part of authentic learning to increase student
engagement.
6/1/2015: Assessment for, as and of learning will continue to be an area of focus. Assessment and Evaluation
binders were created as a way to consolidate various resources and to facilitate access to information for all staff.
Items such as, the Big Ideas of Assessment, a summary of the Growing Success document, Course Assessment
Templates, Balanced assessment and a descriptive feedback chart will provide for consistent best practice for all
staff. Next steps will included a continuation of balanced assessments, consistent use of descriptive feedback, coconstructed learning goals and exit criteria with students.
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SkoVision™ Report
6/29/2015
Catholic School Learning Plan for Philip Pocock Catholic Secondary School
Annual Progress Report
Shared Priorities:
Responding through Effective Instruction
Outcomes:
5. By the year 2016, there will be an increase in the proportion of students achieving a level
3 or 4 on the EQAO assessments and /or successfully completing the OSSLT.
Outcome Progress Comments
6/4/2015: Pocock successfully introduced the way of the future with 21st century learning. The first year of the
Digital Technology theory of action experienced growth in many areas. As a pilot approach to implementing
technology in the classroom in new and innovative ways, both hardware and software were updated as part of the
school improvement plan for next year.
6/1/2015: The 3rd year of the Literacy Framework has proven to be a successful one. Literacy support continued in
all areas of the initiative: Get Ready program, After-School Literacy sessions, Professional Development support in
the area of descriptive feedback for teachers to enhance assessment practices and teacher efficacy. Descriptive
feedback continued to be a focus as part of the formative assessment piece on Assessment for and as Learning.
Equitable time was provided to the Literacy initiative throughout the year as all staff participated during various
classroom periods. After school sessions were increase to being offered both semesters to all grade 10 students.
Distributed Leadership helped to empower staff to take on leadership roles as a way to promote succession
planning. Assistive technology workshops for both students and staff were increased to assist all ‘at risk’ learners
(IEP, ELL) and to fully prepare for the OSSLT. Three sessions were completed for the On-line trial for the OSSLT in
preparation for next year as part of Pocock’s Digital Technology Collaborative Inquiry. The grade 9 mock tests were
returned to students for reflection and review. A gap analysis was conducted to determine the areas of need for
the next year 2015-16.
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SkoVision™ Report
6/29/2015