Component 3: Student Engagement

Equity, inclusivity and diversity practices reflect board and Ministry policy. 

Educators collaborate to identify and implement evidence-based conditions that support the intellectual engagement of students (e.g. learning experiences that are clear, meaningful, interesting, motivating, challenging, productive and include ongoing descriptive feedback and opportunities for metacognition). 

Engaging learning experiences ensure all students use higher-order thinking skills, solve complex problems, develop increased understanding, and construct new knowledge. 

Instruction is differentiated and curriculum materials, digital tools, human and a range of other resources are provided to support student strengths and needs. 

Students and educators work together to build a collaborative and safe learning environment, free from discriminatory bias and systemic barriers. 

Learning experiences are engaging, promote collaboration, innovation and creativity (i.e. are clear, meaningful, challenging, productive and include problem solving and critical thinking on a variety of issues). 

Ongoing feedback between and among students and teachers enables students to refine both thinking and products. 

The teaching and learning environment enables students to reach ambitious goals. 

Student input is actively and regularly sought with regard to curriculum delivery and program needs. 

See themselves, their values, culture and interests reflected in their learning environment. 

Assume ownership in learning experiences that are collaborative, innovative and creative. 

Demonstrate confidence, resilience, self-regulation and self-efficacy in their capacity to learn and succeed. 

Try new tasks, take risks and share learning with others. 

Willingly participate in feedback processes to refine thinking and learning. 

Voice their program needs. 

Student voice that reflects the diversity of the student population is actively and regularly sought to inform school climate, instruction and program needs. 

Opportunities are provided for students to give input and respond to school improvement goals and strategies. 

School improvement plans focus on student learning and well-being. 

Challenges and barriers to student participation are identified and resolutions sought. 

Educators and students collaborate to create a positive learning environment in the classroom and school that maximizes engagement, achievement and well-being. 

Students’ cultures, perspectives, interests and achievements are reflected in their learning environment. 

Classroom goals are built collaboratively and reflect the school improvement plan. 

Provide input related to stated priorities, school programs and opportunities at the classroom and school. 

Represent their own voice and the voice of others when advocating for conditions that support their learning. 

Processes are in place for students to suggest and initiate school-wide activities. 

Students are informed about activities and their participation is actively encouraged. 

Opportunities are provided for students to collaborate in the development of school plans that outline potential school-related activities. 

School-related activities respond to diverse needs, interests and well-being of students. 

A positive learning environment is established to support student engagement and belonging. 

Classroom activities are created collaboratively and reflect the diverse needs and interests of students 

Contribute ideas and identify their needs and interests in relation to school and classroom activities. 

Engage in and contribute to a positive school and classroom culture. 

A culture exists where interactions between and among staff and students are respectful and honour different ideas and values.

Programs and activities enable students to work as effective team members with peers, educators and the wider global community. 

Students are supported in their role as advocates, school and community leaders and conscientious global citizens. 

Creative, innovative and diverse perspectives are encouraged and nurtured. 

Positive peer, teacher, school and community relationships are evident and fostered through intentional strategies and activities.

Authentic learning experiences that incorporate a variety of diverse and innovative perspectives foster a sense of responsibility and action-oriented responses to global issues 

Use creative, innovative and diverse perspectives to collaborate and think critically in the classroom and school. 

Demonstrate strong and respectful peer, school and community relationships. 

Apply teamwork, advocacy and leadership skills to daily interactions and in response to broader global issues. 

Demonstrate action-oriented global-mindedness