DOCSLIB.ORG

Teacher Retention & Development

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher Retention & Development The RAVSAK Journal HaYidion aY idion ח ו רור ףחורף תשס " ט • WinterWin t er 2008200 8 Teacher Retention & Development HaYidion: The RAVSAK Journal is a publication of RAVSAK: The Jewish Community Day School this issue: Network. It is published quarterly for distribution to RAVSAK member in schools, associate members, and other Jewish and general education organizations. No articles may be reproduced or distributed without What Do Teachers Want? express written permission of RAVSAK. All rights reserved. • by Peter Gow, page 6 Executive Editor: Dr. Barbara Davis Preparing Teachers Editor: Elliott Rabin, PhD Design: Adam Shaw-Vardi The Case for Certification in Jewish Schools • by Dr. Wallace Greene, page 10 Editorial Board Jason Albin, Milken Community High School, Los Angeles, CA Finding and Creating Good Teachers: What Does Ahuva Halberstam, Abraham Joshua Heschel High School, New York, NY the Research Tell Us? Namee Ichilov, King David School, Phoenix, AZ • by Michael B. Allen and Daniel W. Bennett, page 12 Patricia Schwartz, Portland Jewish Academy, Portland, OR Preparing and Launching Novice Judaics Teachers Robert Scott, Eleanor Kolitz Academy, San Antonio, TX Paul Shaviv, Tanenbaum CHAT, Toronto, ON • by Dr. Judy Markose and Dr. Sharon Wall, page 16 Judith Wolfman, Vancouver Talmud Torah, Vancouver, BC Developmental Ladder for Students and Teachers • by Dr. Richard Solomon, page 18 Contributors Michael Allen, Patrick F. Bassett, Daniel W. Bennett, Sarah Birkeland, Training Students to Become Jewish Educators Deborah Court, Shana Dege, Sharon Feiman-Nemser, Shelly Fogelson, • by Ari Y. Goldberg and Ruth Schapira, page 22 Ari Y. Goldberg, Dr. Scott Goldberg, Peter Gow, Dr. Wallace Greene, Rabbi Jill Hammer, Rabbi Elana Kanter, Joni Kolman, Dr. Jeffrey S. Inducting Teachers Kress, Rebecca Lurie, Dr. Judy Markose, Tamar Rabinowitz, Amer School-Based Induction Helps New Teachers Thrive Randell, Richard Sagor, Ruth Schapira, Yona Shem Tov, Dr. Richard • by Sharon Feiman-Nemser and Vivian Troen, page 26 Solomon, Vivian Troen, Dr. Susan Wall, Harry K. Wong. A Ritual for Welcoming Teachers Advertising Information • by Rabbi Jill Hammer, page 28 Please contact Marla Rottenstreich at [email protected] or by phone at 646-496-7162. Developing Teachers Investing in Teacher Development Pays Dividends RAVSAK • by Sarah Birkeland, page 30 120 West 97th Street New York, NY 10025 Tips from the Corporate World p: 212-665-1320 • f: 212-665-1321 • by Rebecca Cole Lurie, page 34 e: [email protected] • w: www.ravsak.org Alternative Approaches to Professional Development • by Joni Kolman, page 36 Professional Development in Jewish History RAVSAK would like to thank our associate members: • by Yona Shem-Tov, page 38 Mentoring Teachers School-based Mentoring: Principles to Live By • by Deborah Court, page 40 Mentorship for New Teachers in RAVSAK Schools • pages 44-50 Collaborative Development Against Mentorship: Induction through Collaboration • by Harry K. Wong, page 52 Action Research • by Richard Sagor, page 54 Re-thinking Pay for Performance • by Patrick F. Bassett, page 56 הידיעון A Word from the Editor, Page 3 • President’s Message, Page 4 • Conference, Pages 24-25 • SuLaM Shabbaton, Page 33 • HaYidion • HaYidion Religious Purposefulness, Page 62 • Bookcase, Pages 64 [2] From the Editor ¿ by Dr. Barbara Davis U.S. chooses ‘change’” is the headline on my Internet chological impact on the human mind. homepage as I begin to write the introduction to this To the fearful it is threatening because it HaYidion means that things may get worse. To the issue of on the day after Election Day. Yet hopeful it is encouraging because things as we all know, change is scary. Nonetheless, change may get better. To the confident it is in- is the fundamental feature of education. The Latin root of spiring because the challenge exists to the word “education” is “e-ducare” which means “to lead make things better.” out.” Education always involves change, as we lead our learners out from the known to the unknown, Dr. Barbara Davis is the Secretary of RAVSAK, from security to insecurity. Editor of HaYidion and Head of School at the Syracuse Hebrew Day School in Dewitt, This issue of HaYidion focuses on a kind of change that involves tremen- NY. Barbara can be reached at dous insecurity: entering the teaching profession, recharging the teaching [email protected]. profession, reinvigorating the teaching professional—specifically within the world of community day school education. The articles that follow come from professionals in the field, researchers, practitioners, and novice teachers themselves. They range from the theoretical to the practical to the personal. All of them Those of us who work in the field of Jew- are enlightening and you will find in them useful information, ideas, and statistics that ish community day school education are, will assist you and your schools to make the case for professional development of both by definition, optimistic and confident. new and experienced teachers. As you peruse this issue of HaYidion, we know that you will be inspired to make We know that the world we live in today is in a state of flux. The current economic change work for you, for your schools, situation will impact us in many ways, probably none of them particularly positive. But for your students, and for the Jewish fu- as educators, we know that, as King Whitney said, “Change has a considerable psy- ture. ¿ RAVSAK Awards Small School Scholarships Mazal tov to the following • Aleph Bet Jewish Day School • Mizel Jewish Community Day schools for being the recipi- (Annapolis, MD) School (Tulsa, OK) ents of the RAVSAK Small School • B’nai Shalom Day School • N.E. Miles Jewish Day School Professional Development Scholarship. (Greensboro, NC) (Birmingham, AL) These scholarships were made available • Boulder Jewish Day School • New Orleans Jewish Day School to enable educators from small Jewish (Longmont, CO) (Metairie, LA) day schools and small Jewish commu- • El Paso Jewish Academy • Richmond Jewish Day School nities across North America to benefit (El Paso, TX) (Richmond, BC) from the training, networking, and pro- fessional development opportunities of • Friedel Jewish Academy • Syracuse Hebrew Day School the 2009 RAVSAK Annual Leadership (Omaha, NE) (Dewitt, NY) Conference. • Hebrew Day Institute • The Shoshana S. Cardin School (Baltimore, MD) (Baltimore, MD) • Akiva Community Day School • Jewish Community School of *schools confirmed at press time (Nashville, TN) הידיעון (the Desert (Palm Desert, CA • Albert Einstein Academy • Lerner Jewish Community Day This scholarship is made possible by a most generous grant from the Jacob (Wilmington, DE) School (Durham, NC) • HaYidion and Hilda Blaustein Foundation. [3] From the Desk of Susan Weintrob, RAVSAK President he upcoming RAVSAK conference in San Fran- and persuasive. We want our parents and cisco promises to have joyful reunions, pro- non-parents to view us as a community fessional networking, and helpful workshops. asset and an investment in the future. Our conference is a time to learn from each other At RAVSAK, as in all of our schools, we and from national experts. invest in the Jewish future. Now is the time to come together, inspire each other Community at RAVSAK has always been important. Community is more im- and return to our schools with new ideas portant now than ever. During these troubled economic times, we will come together to learn how to keep our institutions strong. Susan Weintrob is the Presi- What can our own communities do—inside our schools, within our towns dent of RAVSAK and the Head of School at the Ronald C. Wor- and regional areas, and as a strong and strategic national organization? nick Jewish Day School in Foster City, CA. Susan can be reached The value that our schools bring to students, families, and communities is at [email protected]. crucial to the growth and strength of the Jewish people. Articulating this value to our families and donors now manifests the priorities of our people. We should tell every parent, “If you ever make an investment, make it in Jewish day school education. No matter what happens in the economy, you will get a 100% return for your investment. No outside factors can affect this and strategies to help us remain healthy outcome.” What other investment can give us this return? and strong. If Jewish education is a “must have,” we must strategize now. We must plot a road See you in San Francisco! that will take us to our goal: challenging education that inspires Jewish lives. Bivrachah, The changing dynamics offer us an opportunity to look at building sustainable in- stitutions. We want healthy schools that continue to tell a story that is compelling Susan ¿ The Executive Committee and Staff of RAVSAK wish you a Happy Chanukah הידיעון HaYidion • HaYidion [4] [HaYidion [5 • הידיעון What Do Teachers Want? Strategies for Keeping Your Best Teachers Happy and Growing ¿ by Peter Gow n recent years, the media have been alive with sto- and benefits a school can offer matters, ries about the coming teacher shortage. As the cur- teachers most desire flexible benefits pro- rent generation of master teachers retires and fewer grams responsive to their specific needs. Younger teachers, for example, may be young people go into the profession, we are told, it looking for childcare or help in paying will become harder and harder for schools to populate off student loans or financing graduate their classrooms with excellent teachers. The num- degrees, while more senior teachers are bers show that there is some truth behind the alarm- likely to be more focused on issues such as pensions and tuition remission for ist tales, and teaching continues to be seen in many their children. While many kinds of ben- quarters as a “soft,” low-paying, and low-prestige efits are expensive to implement, a strong profession that attracts relatively few high-achieving program will help schools keep teachers.
Load more

Recommended publications
  • Curriculum Vitae RONALD W. MARX
    Curriculum Vitae RONALD W. MARX CONTACT INFORMATION Office College of Education University of Arizona 1430 E. 2nd Street PO Box 210069 Tucson, AZ 85721-0069 (520) 621-9640 (office) (520) 205-0404 (mobile) DEGREES Stanford University 1978 Ph.D, Educational Psychology and Child Development California State University, Northridge 1971 M.A., School Psychology California State University, Northridge 1969 B.A. (cum laude), Psychology CERTIFICATION State of California Life Credential, Pupil Personnel Services: School Psychology Community College Teaching Credential: Psychology Province of British Columbia Licensed Psychologist (lapsed) -2- 2 PROFESSIONAL EMPLOYMENT 2017- Professor of Educational Psychology Dean Emeritus University of Arizona 2003-2017 Dean Professor of Educational Psychology Paul L. Lindsey and Kathy J. Alexander Chair in Education University of Arizona 1990-2003 Professor, Educational Studies Program, School of Education University of Michigan 1984-1990 Professor 1983-1987 Director of Graduate Programs 1979-1988 Senior Researcher, Instructional Psychology Research Group 1979-1984 Associate Professor 1975-1979 Assistant Professor Faculty of Education, Simon Fraser University Burnaby, British Columbia 1987-1988 Director of Research Learner's Group, British Columbia Royal Commission on Education 1982-1983 Visiting Scholar Department of Educational Psychology, University of Arizona 1977, 1979 , 1980, 1981 (Summers) Visiting Member Department of Educational Psychology, Faculty of Education University of British Columbia 1975 Teaching
    [Show full text]
  • Head of School Opportunity
    HEAD OF SCHOOL OPPORTUNITY WELCOMEWELCOME Founded in 1917, Vancouver Talmud Torah (VTT) is Canada’s largest elementary Jewish day school west of Toronto, serving more than 200 families and 440 students in preschool 3 through grade 7. VTT is an inclusive Jewish day school rooted in Jewish traditions, values and knowledge, and infused with the spirit of chesed and tikkun olam. VTT serves a socially, economically, religiously and academically diverse community through a robust dual-track general and Judaic studies curriculum built upon the principles of 21st century learning. Students are welcomed into a warm, supportive and innovative learning environment, rich with extra-curricular, performing arts, athletic and Jewish values-based programming. MISSION Vancouver Talmud Torah is an inclusive Jewish community day school committed to academic excellence and nurturing lifelong learners who engage the world through Jewish traditions and values. To learn more about VTT’s values, please click here. VISION Families in Greater Vancouver will recognize VTT as the premiere Jewish day school for students from a broad spectrum of Jewish practice and belief. The Jewish community in Vancouver will recognize VTT as a partner in educating Jewish students and an integral part of the fabric of Jewish life in the community. The Greater Vancouver community will recognize the active role VTT plays as a contributor to social justice in the community, across Canada, and around the world. THE OPPORTUNITY VTT presents an exceptional leadership opportunity for the next Head of School. VTT’s next leader will arrive at a particularly exciting time as the school completes the first year of its second century and prepares to appoint its first new HOS in 17 years following the planned retirement of current head, Cathy Lowenstein.
    [Show full text]
  • Vancouver Talmud Torah, 998 West 26Th Avenue, Vancouver, BC V5Z 2G1, 604.736.7307 [email protected], Parent Handbook 2019-20 Table of Contents
    Vancouver Talmud Torah, 998 West 26th Avenue, Vancouver, BC V5Z 2G1, 604.736.7307 [email protected], www.talmudtorah.com Parent Handbook 2019-20 Table of Contents PAGE Mission, Vision and Values 2 Leadership at VTT 4 • Board of Directors 5 • Got A Question? We’ve Got Answers! (or “Where to Get Help”) 6 Observance of Shabbat and Jewish Holidays 8 • Religious Policies 9 Academic Life • Admissions 11 • Class Placements and Lists 13 • Student Progress, Parent Teacher Conferences and Homework 14 • Assessment Scales and Rubrics 17 • Code of Conduct and Discipline Policy 19 Student Life • Uniform Policy and Student Appearance 24 • Arrivals, Dismissals, Absences and School Closures 25 • Immunization and Health and Diet Issues 28 • Technology Use: Student Rights and Obligations 31 • Traffic and Parking 33 • Miscellaneous 38 • Shabbat Challah Recipe 43 Communications and Development 44 • The VTT Calendar at a Glance 47 2 “And you shall teach your VTT’s Mission, Vision and children diligently” Values – Deuteronomy 6:7 Vancouver Talmud Torah is an inclusive Jewish community day school committed to academic excellence and nurturing lifelong learners who engage the world through Jewish traditions and values. VISION FAMILIES in Greater Vancouver will recognize VTT as the premiere Jewish day school for students from a broad spectrum of Jewish practice and belief. THE JEWISH COMMUNITY in Vancouver will recognize VTT as a partner in educating Jewish students and an integral part of the fabric of Jewish life in the community. THE GREATER VANCOUVER COMMUNITY will recognize the active role VTT plays as a contributor to social justice in the community, across Canada, and around the world.
    [Show full text]
  • List of Independent School Authorities to Receive Special Needs Funding in March 2015
    List of Independent School Authorities to Receive Special Needs Funding in March 2015 100 Abbotsford Christian School Society 101 Agassiz Christian School Society 104 Association for Christian Education 109 Seventh-day Adventist Church - British Columbia Conference 110 Kamloops Christian School Association 113 Canadian Reformed School Society of Abbotsford 114 Catholic Independent Schools of Kamloops Diocese 115 Catholic Independent Schools of Nelson Diocese 116 Catholic Independent Schools Diocese of Prince George 117 Catholic Independent Schools of Vancouver Archdiocese 118 Catholic Independent Schools of the Diocese of Victoria 119 Vancouver Hebrew Academy Society 120 Chilliwack Christian School Society 121 Christian School Association of Burnaby 122 Christian School Society of Houston 123 Bulkley Valley Christian School Society 127 Crofton House School Society 128 Discovery School Society 129 Duncan Christian School Association (1979) 130 Shuswap Christian Education Society 136 Haahuupayak Society 137 Haney-Pitt Meadows Christian School Association 138 Island Montessori House Society 139 Kelowna Society for Christian Education 140 Delta Christian School Society 141 Langley Christian School Society 143 Mennonite Educational Institute Society 146 Mount Cheam Christian School Society 148 Nanaimo Christian School (1988) Society 149 Netherlands Reformed Congregation 151 Pacific Montessori Society 152 Queen Margaret's School 155 Richmond Christian School Association 157 St George's School Society 158 St Margaret's School 159 St Michaels
    [Show full text]
  • Vancouver School Immunization Coverage: Kindergarten
    Vancouver School Immunization Coverage: Kindergarten Created by: Tim Chu Prepared by: Public Health Surveilalnce Unit, VCH Local Health Area School Name DTaP_P MEASLES MUMPS RUBELLA VARICELLA1 VARICELLA2 MENC HBV UTD1 UTD2 ZERO City Centre SUBTOTAL 74% 74% 74% 88% 88% 74% 88% 86% 70% 68% 10% ANCHOR POINT MONTESSORI 33% 33% 33% 58% 58% 33% 50% 58% 25% 25% NR BLESSED SACRAMENT SCHOOL 90% 93% 93% 93% 93% 87% 93% 90% 87% 80% NR CLAREN ACADEMY 44% 56% 56% 56% 56% 44% 78% 67% 44% 44% NR ELSIE ROY ELEMENTARY 74% 77% 77% 92% 92% 74% 95% 95% 74% 74% NR FALSE CREEK ELEMENTARY 78% 78% 78% 100% 94% 78% 100% 100% 78% 78% 0% L'ECOLE BILINGUE ELEMENTARY 78% 78% 78% 90% 93% 80% 93% 88% 75% 75% NR LORD ROBERTS ANNEX 85% 75% 75% 90% 90% 75% 90% 90% 75% 75% NR LORD ROBERTS ELEMENTARY 72% 71% 71% 88% 89% 73% 86% 82% 66% 64% 11% Downtown Eastsite SUBTOTAL 75% 77% 77% 90% 89% 75% 90% 84% 70% 69% 7% ADMIRAL SEYMOUR ELEMENTARY 45% 50% 50% 70% 65% 50% 75% 55% 45% 45% NR BRITANNIA COMMUNITY ELEMENTARY 63% 60% 60% 80% 80% 63% 83% 77% 57% 57% NR CROSSTOWN ELEMENTARY 81% 86% 86% 90% 90% 83% 86% 85% 76% 76% NR GRANDVIEW ELEMENTARY 52% 57% 57% 81% 81% 52% 81% 67% 48% 43% NR LORD NELSON ELEMENTARY 78% 78% 78% 93% 91% 74% 97% 93% 76% 72% NR LORD STRATHCONA COMMUNITY ELEMENTARY 77% 77% 77% 92% 92% 75% 92% 85% 72% 72% NR QUEEN VICTORIA ANNEX 82% 88% 88% 94% 94% 82% 94% 88% 82% 82% NR ST FRANCIS OF ASSISI 90% 90% 90% 100% 100% 90% 100% 97% 87% 87% 0% THE WESTSIDE SCHOOL 94% 91% 91% 100% 97% 91% 94% 97% 85% 85% 0% XPEY' ELEMENTARY 58% 58% 58% 79% 79% 53% 84% 63% 37% 32%
    [Show full text]
  • Private Schools Vancouver
    HORIZON ACADEMY 3800 WESBROOK MALL,UBC 604-365-5188 PRIVATE SCHOOLS VANCOUVER PAGE 4 APPLYING TO PRIVATE SCHOOLS PRIVATE SCHOOLS INTRODUCTION Recent studies estimate that there are about tion, size, tuition, extra-curricular programs, 1,700 private schools in Canada and close to and campus environment. Families may want “THERE ARE 100 private schools in the Greater Vancouver to consider single-gender vs. co-ed schools and ABOUT 1,700 Regional District alone. For parents trying to the possibility of boarding programs. There are PRIVATE SCHOOLS IN find the best fit for their children, the sheer many different types of private schools, from CANADA, AND number and variety of options present can be traditional boarding and day schools to French CLOSE TO 100 daunting. Immersion schools, Montessori schools, Spe- IN THE GVRD cial Needs schools, and schools with specific ALONE” Families searching for the best match should religious affiliations. This booklet will intro- take into account not only the school’s aca- duce families to the various types of private demic reputation, but also its type or affilia- schools available. PRIVATE VS. INDEPENDENT? The term “private school” is an umbrella term dependent schools that combines the for- for any school that charges tuition fees and is mer Canadian Association of Independent operated by individuals and groups outside of Schools and the Canadian Educational “THE TERM Standards Institute ‘INDEPENDENT’ the public education system. Many private CLASSIFIES A schools are for-profit organizations. The Round Square, a worldwide associa- NON-PROFIT PRIVATE The term “independent” classifies a private tion of more than 70 schools in Canada SCHOOL” school that is run as a non-profit organization and abroad with a curriculum emphasis on and is often overseen by a board of trustees.
    [Show full text]
  • New Vol VII-VIII
    190 CJS/ÉJC 1394. Kent, Rozanne Feldman. Educating Vancouver’s Jewish Children: The Vancouver Talmud Torah, 1913-1959 and beyond. [Vancouver]: By the author, 1995. 1395. Leonoff, Cyril Edel. “Vancouver Jewish Life, 1886- 1986.” Western States Jewish History vol. 19 (1987): 315-34; vol. 20 (1987): 62-72. 1396. Oberman, Edna. The Governance of the Jewish Community of Vancouver. Philadelphia and Jerusalem: Center for Jewish Community Studies, 1974. 1397. Our People Count: A Demographic Profile of the Jews of Greater Vancouver. Vancouver: Jewish Federation of Greater Vancouver, 1990. 1398. Seniors Count: A Demographic Profile of Jewish Seniors of Greater Vancouver. Vancouver: Jewish Federation of Greater Vancouver, 1991. See also: 20, 150, 205, 317, 437, 551, 551a, 584a, 596, 670, 838, 1022, 1053, 1066, 1301, 1307, 1384, 1391, 1398. WESTERN CANADA (See also Alberta; British Columbia; Saskatchewan) 1399. Arnold, Abraham. “The Contribution of the Jews to the Opening and Development of the West.” Transactions, Historical and Scienific Society of Manitoba. Series Three, no. 25 (1968-69): 23-39. 1400. —. “Jewish Immigration to Western Canada in the 1880s.” Canadian Jewish Historical Society Journal vol. 1 (1977): 82-96. Western Canada 191 1401. —. “Jewish Pioneers’ Settlements.” The Beaver Magazine, Autumn 1975, 20-26. 1402. —. “The Mystique of Western Judaism.” The Canadian Jewish Mosaic. Ed. M. Weinfeld, I. Cotler, and W. Shaffir. Toronto: John Wiley & Sons, 1981. 259-72. 1403. A Century of Jewish Settlement in Western Canada. Tel Aviv: Beth Hatefutosth, The Nahum Goldman Museum of the Jewish Diaspora, 1980/81. 1404. Feldman, Anna. “Sonnenfeld-Elements of Survival and Success of a Jewish Farming Colony on the Prairies, 1905-1939.” Canadian Jewish Historical Society Journal vol.
    [Show full text]
  • Vtt Stakeholders Report
    VTT STAKEHOLDERS REPORT 2015-2016 ABOUT VTT We are a leader in adopting the principles of 21st century Founded in 1934, Vancouver Talmud Torah is a traditional, pluralistic Jewish day school serving a diverse population of more than 300 families from across Greater Vancouver education and strive to deliver knowledge, values, programs and nearly 500 students in preschool to Grade 7. and experiences that will prepare our students to live rich, VTT is dedicated to producing well-rounded, well-prepared and spiritually grounded Jewish lives and succeed in a rapidly changing world. students with a firm commitment to Jewish traditions and values. We are proud to be the largest Jewish day school west of Toronto, and committed to delivering educational excellence in general and Judaic studies. We are a leader in adopting the principles of 21st century education and strive to deliver knowledge, values, programs and experiences that will prepare our students to live rich, Jewish lives and succeed in a rapidly changing world. We are proud of our academic performance, but that is only a small part of what makes VTT special. We strive to offer a safe and nurturing learning environment, encourage a lifelong love of learning, instill knowledge of Jewish history, traditions and Hebrew language; promote the joyous celebration of Jewish identity, heritage and practices; teach the values of tikkun olam, chesed and derech eretz, and be a source of pride and ruach to our community. We cherish our role in the community and the trust you place in us as we work every day to support our students as they grow into successful, connected, ethical young people ready for whatever challenges and opportunities the world presents.
    [Show full text]
  • Long-Term Disruptions: Problems, Strategies & Opportunities
    Long-Term Disruptions: Problems, Strategies & Opportunities PART 2: Resource Guide for CAIS Schools February 2021 Canadian Accredited Independent Schools CAIS.CA / BOARDINGSCHOOLS.CA Table of Contents 1. Introduction 2. How Our Schools Should Operate in the Future 3. Advancement 4. Business and Finance 5. Organizational Talent Strategy 6. Physical Spaces and Facilities 7. Student Recruitment and Retention 8. Marketing and Communications 9. The Template 10. Acknowledgements 2-CAIS Learning Series - Long-Term Disruptions: Problems, Strategies & Opportunities ​ ​ PART 2: Resource Guide for CAIS School 1- Introduction In the spring of 2020, education faced its biggest disruption in a century when schools closed due to the COVID-19 pandemic. School leaders around the world were largely unprepared for the challenge of educating their students with physical schools closed. Within two weeks of the school closures, CAIS recognized the need to ensure that the critical lessons from the COVID-19 crisis would be captured and embedded into long range planning for future disruptions. CAIS partnered with education thought leader and facilitator Grant Lichtman to develop a collaborative five-week program in which more than 100 participants representing 80 CAIS member schools joined. These participants self-selected into Deep Dive Teams to research and share findings mainly focused on our schools' academic and learning programs. The final report was issued in July. A survey of participants revealed significant interest in initiating a second round of Deep
    [Show full text]
  • Vancouver School Immunization Coverage: Kindergarten
    Vancouver School Immunization Coverage: Kindergarten Created by: Tim Chu & Sara Forsting Prepared by: Public Health Surveilalnce Unit, VCH Local Health Area School Name DTaP_P MEASLES MUMPS RUBELLA VARICELLA1 VARICELLA2 MENC HBV UTD1 UTD2 ZERO City Centre SUBTOTAL 76% 78% 78% 93% 91% 78% 92% 89% 72% 72% 5% ANCHOR POINT MONTESSORI 60% 80% 80% 100% 90% 60% 100% 90% 60% 60% 0% BLESSED SACRAMENT SCHOOL 92% 92% 92% 96% 96% 92% 96% 92% 88% 88% NR ELSIE ROY ELEMENTARY 70% 75% 75% 89% 86% 75% 89% 84% 68% 68% NR FALSE CREEK ELEMENTARY 91% 88% 88% 91% 91% 91% 91% 91% 88% 88% NR L'ECOLE BILINGUE ELEMENTARY 72% 72% 72% 94% 92% 70% 97% 92% 70% 69% NR LORD ROBERTS ANNEX 73% 80% 80% 93% 93% 80% 93% 86% 68% 68% NR LORD ROBERTS ELEMENTARY 75% 76% 76% 93% 92% 76% 87% 89% 68% 66% NR Downtown Eastsite SUBTOTAL 73% 75% 75% 90% 89% 73% 90% 80% 66% 64% 6% ADMIRAL SEYMOUR ELEMENTARY 64% 59% 59% 77% 73% 59% 77% 55% 50% 50% NR BRITANNIA COMMUNITY ELEMENTARY 62% 65% 65% 85% 88% 65% 85% 77% 58% 58% NR GRANDVIEW ELEMENTARY 61% 61% 61% 78% 78% 61% 83% 67% 61% 61% NR INTERNATIONAL VILLAGE ELEMENTARY 71% 74% 74% 89% 87% 68% 84% 82% 63% 61% NR LORD NELSON ELEMENTARY 72% 75% 75% 88% 88% 73% 90% 78% 65% 65% NR LORD STRATHCONA COMMUNITY ELEMENTARY 81% 84% 84% 97% 95% 84% 98% 97% 79% 77% 0% QUEEN VICTORIA ANNEX 73% 68% 68% 91% 95% 68% 95% 82% 59% 59% 0% SIR WILLIAM MACDONALD COMMUNITY 54% 62% 62% 77% 69% 54% 77% 54% 46% 38% NR ST FRANCIS OF ASSISI 81% 85% 85% 100% 100% 78% 96% 96% 74% 70% 0% THE WESTSIDE SCHOOL 85% 96% 96% 96% 92% 88% 92% 73% 73% 69% 0% North East SUBTOTAL
    [Show full text]
  • Report Card on British Columbia's Elementary Schools
    Studies in FRASER Education Policy I N S T I T U T E Report Card on British Columbia’s Elementary Schools 2018 by Peter Cowley and Stephen Easton COMPARESchoolRankings.ORG Report Card on British Columbia’s Elementary Schools 2018 By Peter Cowley and Stephen Easton Contents Introduction / 3 Elementary schools included in this report / 5 Key academic indicators of school performance / 6 Other indicators of school performance / 8 Notes / 9 Detailed school reports / 10 How does your school stack up? / 82 Appendix: Calculating the Overall rating out of 10 / 92 About the authors / 94 Publishing information / 95 Supporting the Fraser Institute / 96 Purpose, funding, & independence / 96 About the Fraser Institute / 97 Editorial Board / 98 2 Introduction The Report Card on British Columbia’s Elementary perform well or show consistent improvement are Schools 2018 (hereafter, Report Card) collects a variety of applauded. Poorly performing schools generate con- relevant, objective indicators of school performance into cern, as do those whose performance is deteriorating. one, easily accessible public document so that anyone This inevitable attention provides one more incentive can analyze and compare the performance of individual for all those connected with a school to focus on stu- schools. By doing so, the Report Card assists parents dent results. when they choose a school for their children and encour- The Report Card, however, offers more than incen- ages and assists all those seeking to improve their schools. tive: it includes a variety of indicators, each of which reports results for an aspect of school performance The Report Card helps parents choose that might be improved.
    [Show full text]
  • Download Download
    Jean Gerber OPENING THE DOOR: IMMIGRATION AND INTEGRA- TION OF HOLOCAUST SURVIVORS IN VANCOUVER, 1947-1970 On 16 November 1997, with the debut of the exhibit “Open Hearts, Closed Doors,” a group of Holocaust survivors marked fifty years since they, as part of the War Orphans group, arrived in Canada. After fifty years they were telling the story of their journeys to a new life in a country that had rejected, then wel- comed them. Those children who first arrived in Vancouver were the harbingers of the arrival of many more survivors who would make Vancouver their home. “Baruch Ha-Ba” (“Welcome”), read the headline in the Vancouver Jewish Western Bulletin, October 1947: Who is there among us who has not wished to be able to help Europe’s unfortunate? Who is there that will not rally to the call that is now being made? Who is there who will refuse to take advantage of the opportunity to help AT LEAST ONE CHILD?1 Frustrated in their attempts to have Jews included in the government-sponsored immigration group plans, even as labourers or housemaids, Canadian Jewish Congress and Jewish labour and business groups had created the Orphans, Tailors, Capmakers, and Furriers Group Plans. By creating a need for garment workers and appealing to humanitarian instincts of rescue for war orphans, the Canadian Jewish host 64 Jean Gerber community created a strong tie to the refugees. Therefore, restrictions placed by the Canadian government to keep out Jewish displaced persons actually were crucial in forging initial links between the Canadian host community
    [Show full text]