Professional Learning Goals

The following professional learning goals were achieved through engagement in this project:

• Understanding of skills necessary for students to actively engage in curricular learning
• Deeper understanding of how learning goals support student learning
• Recognition that students do not value learning goals as highly as they should. This stems from a shallow understanding of their value.
• Recognition that the majority of educators do not feel equipped to teach and support the development of skills that will support students in their futures
• Deeper understanding of how to help students recognize the relationship between curriculum learning and learning skills through allowing students to experience how lessons allow them to practise developing useful skills at the same time as they learn curricular content
• Identifying that skills that support learning are much more than those found on a provincial report card (responsibility, organization, independent work, collaboration, initiative and self-regulation)
• Creation of a framework to teach students how to develop positive attitudes in a habitual way
• Understanding of how comfort zone and growth mindset relate to learning and growth within the classroom
• Understanding that growth mindset is about culture, not just ways to encourage thinking
• Enhanced understanding of equity and inclusivity. Providing purpose and hope allows students to see themselves within the classroom instruction in tangible ways.

Activities and Resources

• Reading of various texts outside of traditional “educational” contexts. Purpose was to develop a deeper sense of skills that are needed within a competitive world. Developing this knowledge allowed us to develop framework for bringing such skills back to the classroom.
• Professional dialogue with peers around topics being discussed
• Delivery of purpose- and hope-based messages/strategies to students in order to develop deeper understanding of how students perceive such messages
• Analyzing student responses related to purpose- and hope-based messages
• Significant amount of time was spent examining issues, developing ideas, structuring arguments to support purpose- and hope-based programming, developing supporting documents/resources, and writing the final report

Unexpected Challenges

We don’t feel like there were any activities which were not helpful in meeting our goals, but as with all worthwhile pursuits, there were challenges.

The greatest challenge is actually an ongoing one – and that is seeking to identify specific challenges which will hinder the delivery of purpose and hope initiatives. We recognize that this will be on ongoing area of reflection and learning because we are providing a framework to support individualized student needs. Since individuals vary in their experiences, there will be constant learning around challenges that get in the way of student engagement. We know that purpose and hope is meaningful for every student, but understand that the variety of challenges experienced will be as diverse as the students we serve. These are challenges we welcome as we seek to support each and every student in a way that is meaningful to them.

Enhancing Student Learning and Development

Too many students come to school and have a limited understanding of the purposes behind their presence in the classroom. They provide general reasons such as “I am here to learn” or “I’m here so that I can get a good job someday,” but rarely do these reasons ignite passion. Passion is created when students understand purpose and combine it with hope. As educators, we must cultivate both.

At first, this may seem like an impossible task. After all, purpose and hope must be individualized, and the factors which contribute are as varied as the number of students in each classroom. But there are three reasons why this task is not as lofty as it may first appear:

1. All students desire purpose.
2. All students desire hope.
3. All students desire growth.

At a deep level, even children who appear to have no drive, determination or motivation desire these things. We are talking about providing students with that which they already desire. Once we provide it, we will have motivated students, a school culture where students have a deeper understanding of why they are in classrooms, and students who possess hope for what is to come in their futures.  

The benefits of such a culture do not end with purpose and hope, for a culture centred on purpose and hope welcomes all that promotes learning, growth and overall well-being. A culture centred on purpose and hope is one which promotes understanding and acceptance of differences, failures and other factors which threaten one’s sense of well-being. It also promotes collaboration, servitude, humility and other factors which enhance one’s sense of well-being. Purpose and hope provides so much more than just purpose and hope.

Effects of providing students with purpose and hope:

• Intrinsically motivated students
• A school culture where students have a deeper understanding of why they are in classrooms
• Students who possess hope for what is to come in their futures
• A deeper sense of well-being

We have created a strategy designed to be simplistic and easy to apply in any number of situations, environments and circumstances. Growth always involves change, but change does not always need to be complicated. This strategy can be applied wherever you currently are as an educator.

Sharing

• We have applied to present at the Quest Conference 2018 – hosted by the York Region District School Board (November 2018)
• Share through various Twitter posts to engage in conversations in the educational community
• Share with York Region District School Board wellness consultant
• Shared with staff through “Weekly Wellness Thought” email series
• Share with staff in our school building and provide support and further instruction as desired. Also encourage dialogue around areas where colleagues feel they can use their expertise and experiences to further enhance the work we have done in this area. We are always looking for areas to improve.
• Use our work in this area to engage in conversations around equity and inclusivity. We believe this work can be used to support this area of well-being for our students.

Project Evaluation

We certainly feel like our project was a success, for we have developed concepts and frameworks which serve to enhance student achievement and well-being. We have created processes for increasing student engagement, and done so in a way which supports their individual strengths, interests and futures.

At the same time, we don’t feel like our work is complete. We recognize that more time is needed to apply our strategies, and listen to educator and student feedback regarding how we can further enhance these methods. This is work we look forward to continuing.