New Teacher Induction Program: Peel District School Board

What Teachers Learned in Year 2

“The collaborative inquiry project … is an absolutely wonderful opportunity for us to take a look at what is happening in our classroom, to examine what is working, things that we are curious about, and question what is not working so well. There’s something we can do to make that change.”

Jeannie Sroka, mentor and teacher librarian, Shelter Bay Public School

“Working with my mentee, we devoted professional attention to knowing our students’ learning styles and multiple intelligences, establishing learning goals, co-constructing success criteria with students and providing specific feedback throughout the process. …  Students demonstrated increased enthusiasm and engagement in learning activities. They felt genuine success when they were given choice. By providing the feedback to the students, they could revisit the success criteria, make improved revisions to their work, and meet their own individual goals.”

Cathy Witten, mentor, grade 6 teacher, Alloa Public School 

“The collaborative inquiry process has made me a more reflective teacher. I am able to look at my practice in a different light and see where I need to improve and what I need to do in my classroom to really speak to the individual learners in my room.”

Vanessa Zahra, Year 2 teacher

“When we provided students with scaffolds for talk (graphic organizers, prompts) to generate strategies for improving learning skills, they were more intentional about learning skills, setting goals, and choosing their own learning strategies. We learned that it is useful to maintain a visual reminder of student goals for the term and for us as teachers to revisit the goals at least once a month.”

Lana Parker, grade 8 French immersion integrated arts teacher and mentor, and Nicole Fenech, Year 2 teacher and mentee,  Earnscliffe Senior Public School

“My participation in the Year 2 collaborative inquiry empowered me to focus and strengthen my practice to make the most of my time with my students. It helped me create more moments in the day that students willingly and capably took charge of their learning by authentically engaging in meaningful learning. The strategies I learned helped me to help my students give me their best, and I hope these skills will become part of their tool kit for lifelong learning and success.”

Milissa Sannes, grade 2/3 teacher, Sir Winston Churchill Public School