Tagged “Supportive Education Communities”

ASCD Whole Child Bloggers

The Byrne Creek LEO Club: Leadership, Experience, and Opportunity

Post submitted by Lily Zhang and Angela Fu. The LEO Club at Byrne Creek Secondary School in Burnaby, British Columbia, Canada is one of more than 40 clubs at the school.

Hello, my name is Lily Zhang. I am our LEO Club’s outgoing president, and my friend Angela Fu will start her term as president next year. We are going to tell you a little bit about what makes Byrne Creek, and in particular the LEO club at Byrne, special.

First of all, we love being students at Byrne Creek! Everyone in our school feels welcomed and included. Byrne Creek is a small school with approximately 1,250 students. Even though Byrne Creek is small, our programs are well-developed and encompassing. The many diverse programs include Dance Company (in which Angela takes part), Theatre Company, Choir (Lily is a member), Jazz Bands, Leadership, and many IDS (Independent Directed Studies) courses, where students can design their own courses to take. Our school also offers Electronics, Metalwork, Ceramics, Photography, and Sculpture. Our Work Experience program encourages students to experience working in different environments and decide which future career they might be interested in. We believe our school is well-rounded; not only do we have amazing academic courses taught to us by exceptional teachers who make it fun to learn advanced placement material, but we also have many clubs that capture every student's interests, such as the LEO Club.

Read more »

ASCD Whole Child Bloggers

Byrne Creek Is Paving A Way for Success

Post submitted by Laida Falsetto and Mirella Gargiulo

Byrne Creek Secondary School has been and continues to be creative and flexible in designing varying programs to meet the needs of our current population. Over 60 percent of our student population does not speak English as their first language. As a result, we have worked innovatively to develop programs and activities that pave a way for individual success and celebrate diversity. But what is success? What makes someone successful? How do you know if you or your students have achieved success? These questions help guide our program development and are the building blocks that we use to create our classroom community each year.

Read more »

Klea Scharberg

What Do Your Students Need?

Students as learners are also students as people, with hopes, fears, and needs. That's why it's so important to build adult-student relationships that support and encourage each student's academic and personal growth. The frequency and perceived worth of interaction (PDF) with faculty, staff, and other students is one of the strongest predictors not only of student persistence but also of student learning.

Read more »

ASCD Whole Child Bloggers

The Story of H.E.A.R.T.

Post submitted by Mike Greenway and Lynn Archer

Byrne Creek Secondary is a school with H.E.A.R.T. that has always been caring and focused on the well-being of its students and their families.

Before the school opened its doors seven years ago, the administrative team knew that it was important to have a simple and easily remembered set of guiding principles for the students and staff. As a new secondary school with grades 8–12, students came to Byrne Creek from three other secondary schools and had to forge new relationships that ultimately, in conjunction with the staff, parents, and community partners, were going to be pivotal in the development of the school's culture and sense of community.

Read more »

ASCD Whole Child Bloggers

Village of Attachment

Post submitted by Bev Ogilvie and Steve Cairns

Byrne Creek Community Secondary School is committed to its culture of teacher collaboration. A weekly dedicated time slot is used by staff teams to discuss student achievement and develop support plans. One student support plan was The Village of Attachment. Over six months, a group of staff met to learn the foundations and employ the strategies of this powerful paradigm.

Drawing on neuroscience, social science, and developmental approaches, district counselor Bev Ogilvie and retired principal Steve Cairns, founders of the program, embrace the African proverb that it takes a whole village to raise a child. The village is a web of adults who are committed to the cause of connectedness in our homes, schools, and communities. Their belief is that it is vitally important that adults lead children, that we are a child's beacon, his north star, his lighthouse, his compass. When adults are in the alpha position, children are able to rest in this security, develop deep roots of attachment with us, and reach their full human potential.

Read more »

Molly McCloskey

Best Questions: Supportive Education Communities

Despite the rumors, school improvement is hard. It's not about a single passionate leader. It's not about "fixing" teachers and teaching or parents and parenting. It's not about poverty. It's not about money. And it's not about standards. It's about all of them. And more.

In this column, I'll take on the real deal of school improvement—for all schools, not just certain kinds. And for all kids. Because it's not about quick fixes or checking off the instant strategy of the moment. It's about saying, "Yes, and...", not "Yes, but..."; no matter what our circumstances are. It's about asking ourselves the best questions.

The best questions are those we ask ourselves. Personally. Individually. They are not the rhetoric-laden, subtly fault-finding or responsibility-avoiding calls to action that permeate Twitter posts and website headlines, but the first-person singular translations of those thoughts. What will I do? What do I do? How will I change? Although we find comfort in collective action and group activities, the real change, the real progress, and the real meaning comes from individual action based on individual reflection.

Read more »

ASCD Whole Child Bloggers

Byrne Creek Secondary: A Collaborative Community Opportunity

Post submitted by Mike Greenway and Lynn Archer

Byrne Creek Secondary School opened its doors to students for the first time in September 2005. The school was planned and built to solve an overcrowding problem in the south part of Burnaby. Planning and opening any new school has challenges; Byrne Creek was faced with additional problems. The community had the highest number of refugee students in the metro area of Vancouver, with the majority of refugees from Afghanistan and Africa. Many were functionally illiterate in their own language and had faced hardships such as famine, war, and other atrocities in their own countries. Two inner city elementary schools in the Byrne Creek neighborhood had been trying to support these families and were very helpful in making recommendations. In addition, the neighborhood is a low income and working class income socioeconomic community. The issues being faced by the elementary schools foreshadowed the challenges that the new Byrne Creek Secondary would face.

Read more »

ASCD Whole Child Bloggers

I Am Byrne Creek

Vision in Action: The ASCD Whole Child Award

Byrne Creek Secondary School, located in Burnaby, British Columbia, is the 2012 winner of ASCD's Vision in Action: The ASCD Whole Child Award. At ASCD's Annual Conference in Philadelphia, Principal David Rawnsley accepted the award on behalf of the Byrne Creek community and shared a student-written poem that represents the rich diversity that is so valued at the school. Here is "I Am From" in its entirety.

Read more »

Podcast Whole Child Podcast

Coordinated and Collaborative Responses to Diverse Student Needs

Download Podcast Now [Right-Click to Save]

We know we have to cultivate lifelong learners who are thoughtful, creative, culturally competent, intellectually curious, and civically engaged. Preparing our kids for their future college, career, and citizenship success is our common purpose and responsibility as adults, not just educators.

Essential to student success is access to personalized learning and support from qualified, caring adults—whether those be teachers, principals, counselors, cafeteria staff, custodians, family members, coaches, ministers ... the list goes on and on. Students as learners are also students as people with social-emotional, physical, and mental health needs. Supportive education communities are places where school staff, community-based service providers, families, and all the adult stakeholders work together to identify and address kids' needs and provide a coordinated, whole child approach to their education and development.

On this episode of the Whole Child Podcast, we have the cream of the crop in terms of supportive education communities. Our very special guests will discuss envisioning, building, and sustaining a supportive education community, in which each child is healthy, safe, engaged, supported, and challenged. David Rawnsley is the principal of Byrne Creek Secondary School in Burnaby, British Columbia, and Lynn Archer is the district's director of instruction and a former principal of Byrne Creek. Also featured are Iha Farquhar, the community school coordinator; Lorraine Hodgson, school counselor and department head of student services; and Mirella Gargiulo, English as a second language teacher.

Byrne Creek is a thriving school that offers a wide range of programs designed to meet the needs of all learners. Opened in 2005, Byrne Creek has achieved a great deal in a very short period of time and, most importantly to ASCD and the audience of this podcast, Byrne Creek is the 2012 winner of the Vision in Action: The ASCD Whole Child Award! We couldn't have picked a better model of what it means to implement a whole child approach.

What does a supportive education community mean to you?

ASCD Whole Child Bloggers

Creating Safe Schools for LGBT Students

ASCD Annual Conference

Post submitted by whole child blogger Christine Fisher, a senior majoring in journalism at Temple University.

When parents at one North Carolina school refused to return a library book that featured a gay main character, the issue drew mixed reactions and international attention. Some parents wrote to the school to ask that their child not be given access to the book. Conversely, others wrote to ask that their son or daughter read the text. Before the controversy settled down, 32 copies of the book were donated to the school's library, from as far away as Australia.

Read more »

Share |

Blog Archive

Blog Tags