SD23 Dashboard
Chief Tomat Elementary
Home of the Wolverines
Our Learning Plan


We began in September 2019, by reviewing the big  ideas and themes identified last year.  For the purpose of launching  into the learning phase of inquiry,  we identified a learning focus for our staff:


  • Through collaborative inquiry, how can we nurture "self-regulated" learners through engaging, powerful and purposeful learning tasks?
Our work is also guided by the Central Okanagan Public School's Achievement Contract which identifies goals and objectives for each learner in our district.  Please refer to the district website for more information. In summary, the objectives are listed below:
  • To develop strong emergent literacy skills of Pre-K and Kindergarten Children
  • To ensure development of the foundational early literacy skills of grade 1-3 with 94% of students meeting or exceeding expectations on the the Early Learning Profile
  • To ensure continued development of communication and literacy skills of students in grades 4-12; specifically students' ability to access, understand, process and effectively use oral, written, digital, and multimedia forms of communication for a range of purposes and audiences with 90% of students meeting or exceeding  expectations on their report cards.
  • To enhance literacy skill development of Primary Aboriginal Students with 90% meeting or exceeding expectations in literacy.
Structures and supports were established for our staff to begin learning.  Our teachers developed collaborative inquiry teams and began to meet every Thursday, on a rotational schedule,  to deepen their learning.  This structure will continue throughout the year. Our district's collaborative Learning Services team (also referred to as the Instructional Leadership Team) attends our school this day to support learning by:
  • attending teacher collaborative inquiry meetingsself reg.png
  • co-planning and co-teaching  lessons to support teacher inquiry
  • being a source of educational research and best practice for our teams                                                                     
  • using the OECD Principles of Learning and the First People's Principles of Learning to guide our work

As the new principal of Chief Tomat Elementary School, it was important for me continue with work in the scanning phase.  The following scanning information below, will be shared with our school team including staff and parents, once it is collected. As well, it will be posted on our learning journey.  Scanning will include information and voices from the following sources:
  • Staff scan.  In October, Mrs. Kaupp spent time with each staff and asked the following questions:
    • What excites you most about where we are headed as a school? What concerns you?
    • What learning are you engaged in and how is it making a difference for our learners? What are your next steps? What support do you need?
    • Tell me about the ways our school helps students, staff and families feel like they belong?
  • Student scan.  We are currently interviewing students around their learning, why it is important and next steps. We are asking students to tell us about adults at school who believe in them.  Other questions are designed to identify strategies that students may or may not use to navigate learning. 
  • Parent/Caregiver scan.  At the beginning of October 2019,  parents were given the opportunity to answer the following questions:
    • Tell me about some of the ways our school helps your child feel like they belong?
    • What excites you most about they way our school is headed?  What concerns you?
    • What learning is your child engaged in?  Why is it important?
    • What are some things we could do to support you and your child's learning?
  • Literacy Assessment Data:
    • In October 2019, our teachers assessed our student's literacy skills. This information will help guide instruction and additional support a child may need. Our school uses a "School Wide Write" to assess our learners writing skills. Our school uses another assessment known as the Early Literacy Profile" which assesses each area of literacy and provides a reading level for each learner.  Although this literacy assessment is 'ongoing' the initial data or snapshot will be used in this scan.
  • Report Card data-specifically numeracy information
  • Collaborative Teacher Meetings such as 'Class a  Glance' meetings are a great source of scanning information.  Each teacher shares information about their class's strengths, learning challenges, and needs.
  • School Based Team meetings and meetings with parents.  During these meetings, we work together in efforts to understand each learner and make a plan that is specifically tailored to the child's needs.
  • Foundational Skills Assessment data, a BC Ministry of Education assessment which looks at math and literacy skills
  • Information shared and gathered during PAC meetings
The information gathered from the 2019-2020 scan will be shared with our learning community in efforts to continue our inquiry. 
Please refer to our 'Evidence of Learning" to view some of our staff meeting and other learning activities. 


  • "One thing"

    • In April of 2018, staff and parents where asked to respond on three questions:
      • What's one thing you are proud of at Chief Tomat Elementary School
      • What's one thing that you would like to grow?
      • What's one thing that we should know?
    • Based on this feedback and an Appreciate Iquiry model, we have come up with the following to represent our growth for the 2018/2019 school year
      • The circle in the center represents what we are proud of at CTE
      • The four cicles on the outside represent areas we would like to grow
      • The notes represent specific topics of focus
One thing.pdf
  • Finding Joy

    • Education should be a joyful experience.  In order to find joy, we believe that our students need to find their "flow" 
      • We will use the following chart as a way to assess our students, as well for our students to assess themselves, to determine if they are in the "flow," which in turn will make their education experience more joyful

  • Creating a Culture of Character

    • Paul Tough, author of How Children Succeed, makes the case that character traits such as grit, curosity, conscientiousness, and optimism are more vital to suceess than IQ.  What's more, he suggests that these traits can be taught to children not only by their parents but by their teachers, coaches and mentors.
      • How do we find joy and flow?  Our inquiry question we want to explore in the upcoming years:  Is creating a culture of character the key to success?
    • We will use the KIPP model of the Seven Character Counts as a starting point: Grit, Zest, Self-Control, Optimism, Gratitude, Social Intelligence, and Curiosity

2016/17 Learning Journey (Evidence)

  • Implementing Redesigned Curriculum

    • CTE staff have invested significantly in learning/implementing the redesigned curriculum
    • Implementation Day: Collaborating with ILT (Instructional Leadership Team) and Glenrosa Elementary Staff - integration of provocation tables, science and language arts
    • scaledILT Photo 1.jpg
    • Implementation Day: Inclusive Planning Model (Shelley Moore)
    • scaledILT Photo 2.jpg scaledMoore planning 3.jpg scaledMoore planning 2.jpg

  • Early Literacy Intervention

    • Small group instruction and intervention driven by Early Learning Profile data
  • Intermediate Math Lab

    • Small group instruction and intervention driven by Early Learning Profile data


  • Scanning involves:

    • A wide perspective on learning, informed by learning principles (OECD)
    • Finding out what learners think and feel about their learning and
    • what their families and communities perceive about their learning
  • Scanning is NOT:

    • seeking evidence to reinforce the status quo
    • Only looking at aspects of academic learning that are easily mesaured
    • exclusively what the professionals think


  • Focusing involves:

    • Using information from the scan to identify an area for concentrated team learning
    • Gathering more information if you need it to understand the situation
    • Building on strengths or positives, as well as clarifying challenges
    • Identifying a common area that the team can work on together
  • Focusing is NOT:

    • The time to introduce completely new areas disconnected from the scanning process
    • About assuming you have it all figured out and don’t need to investigate any further
    • Just about problems or challenges
    • About everyone choosing his/her own area of interest

Developing a Hunch

  • Developing a hunch involves:

    • Getting deeply held beliefs and assumptions out on the table about your own practices
    • Focusing on things your team can do something about
    • Checking your assumptions for accuracy before moving ahead
  • Developing a hunch is NOT:

    • A general brainstorm of all possibilities
    • Being obsessed with the actions of others or with issues over which you have limited influence 
    • Venting about the past, fuming about the present, or finding someone to blame


  • New Learning is:

    • Tailored to the situation
    • Directly linked to the focus identified earlier in the spiral
    • Exploratory—testing how new approaches could be better than previous practices
    • Sustained and supported over time
  • New Learning is NOT:

    • Pursuing the latest trends 
    • Disconnected from the context
    • Uncritically adopting new ways without understanding the purpose
    • A short-term or quick fix

Taking Action

  • Taking action involves:

    • Learning more deeply about new ways of doing things and then trying them out
    • Evaluating the impact on learners and seeking their feedback
    • Building trust and cultivating a growth mindset
  • Taking action is NOT:

    • Trying something new without considering its value and relevance in your situation
    • Implementing without monitoring the effects on learners
    • Assuming everyone feels OK about the change


  • Checking involves:

    • Knowing what you want to accomplish for your learners and having specific ways to determine how you are doing—early in the inquiry process
    • Setting high expectations that your actions will make a substantial difference for ALL learners
    • Setting the stage for what comes next
  • Checking is NOT:

    • A routine to follow at the end
    • Seeking some difference for some learners
    • Judging the capacity of learners to succeed
    • Justifying your actions