Shifting Paradigms: Student Needs as the Driver for Learning
Manage episode 381660309 series 3402551
In episode 47 of Putting the Pieces Together, Jennifer, Lorna and Kurtis spend some time exploring the story of Principal Carolyn Jensen, who has implemented Collaborative Response in more than one school. Carolyn discusses shifting paradigms to focus on students’ needs to drive instructional practice as well as the ways in which Collaborative Response has “come to the rescue” in the current context of a large suburban high school.
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Connect with Carolyn Jensen
Email carolyn.jensen@psd.ca
Connect with Kurtis Hewson
Email kurtis.hewson@jigsawlearning.ca
Twitter @hewsonk27
LinkedIn https://ca.linkedin.com/in/kurtishewson
Connect with Lorna Hewson
Email lorna.hewson@jigsawlearning.ca
Twitter @LornaHewson
Linked In https://www.linkedin.com/in/lorna-hewson-713a59104
Connect with Jennifer Ferguson
Email jennifer.ferguson@jigsawlearning.ca
Twitter @_MrsFerguson_
Linkedin https://www.linkedin.com/in/jennifer-dickson-ferguson/
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Related Resources
AISI Resources
https://open.alberta.ca/dataset?tags=Alberta+Initiative+for+School+Improvement
MCHS Key Assessment Completion Continuum of Supports
https://drive.google.com/file/d/1noO0xs_Pc6VhCTZtyvrAr7yqEcC2NnDd/view?usp=sharing
MCHS COVID 19 Continuum
https://drive.google.com/file/d/18QKKiMOgS8jQtA71C168k2hyXAuaYwZ_/view?usp=sharing
MCHS Continuum of Supports Checklist
https://docs.google.com/document/d/13ng1S5qGvo2jcdPfxTHhGsNIDdrY2NTzkY_U1qPyW0g/edit?usp=sharing
MCHS Data Reporting
https://docs.google.com/document/d/1rsNQml4l3YqV7VSVbR9MWJy4K9m3ReyVH2UxhTAujh8/edit?usp=sharing
Onboarding New Staff to a School with a Culture of Collaboration
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Jigsaw Learning is a team of educators who work with schools, districts and educational leaders to establish collaborative learning structures that ensure success for all students, because every child deserves a team.
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Music: “Jigsaw” has been composed, recorded, and produced by Trent Ferguson for Putting the Pieces Together with Jigsaw Learning.
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