Telephone: (403) 945-4000


By Target Audience By Level of Study By Alignment Themes

Elementary Student Focus (39)
General (All Levels) (60)
High School Student Focus (44)
Middle Levels Student Focus (28)
Multi-Level Student Focus (13)
Staff Development Focus (14)

Elementary Student Focus

Title Description Info
Assessment benchmarks in Kindergarten Assessment, power school, common practice, Kindergarten
Character Lab What is character and how do we teach character intentionally and in a meaningful way? Following Aristotle, we use "character" to refer to all intentions and actions that benefit both the individual and society at large. In this Community of Practice, we will examine Character Lab which identifies three different types of character strengths: interpersonal strengths like gratitude, which enable harmonious relationships with other people; intrapersonal strengths like grit and self-control, which enable achievement; and intellectual strengths like curiosity, and zest. Character Lab is a researched based approach that aligns well with many of our 21st Century Learner Competencies (globally aware, civically engaged, communicator, collaborator, and problem solver).
Comprehensive Literacy Programming (1-4) Join in the conversation as we explore how the components of Balanced Literacy serve to support comprehensive literacy programming in the 1-4 classroom. We will dive deep into identifying resources and promising practice for each component of Balanced Literacy (Read/Write Aloud, Shared Reading/Writing, Guided Reading/Writing, Independent Reading/Writing and Word Study) and how these can be incorporated into your existing Literacy structures (Daily 5, Literacy Centres, etc.). We will also look at structures for formative, ongoing assessment and how the data collected can support teachers in targeting the next steps for instruction.
Conscious Discipline Year 2 What does the use of the Conscious Discipline philosophy look like in the classroom? What are sucesses and road bumps along the way of implementation? Will student's Social-Emotional Health and self-regulation improve? How does Mind-Up compliment and enrich Conscious Discipline practices? Participants will implement at least four connectedness and sense of safety activities guided by Dr. Becky Bailey's book, Conscious Discipline.
CoSL To better understand how to efficiently and effectively use the parent portal.
CoSL in the primary learning environment Using PowerTeacher Pro effectively in the assessment of student learning across grade levels. Big Ideas: The development of formative and summative assessment tools in the primary classroom using PowerTeacher Pro, to become efficient in the use of PowerTeacher Gradebook and to establish a multi-grade approach to using Gradebook for communicating student learning. Target Audience- K-4 teachers (small group breakouts for grade levels) 21st Century- Communication, Collaboration, Media Literacy
Creating and exploring resources for exceptional needs This C of P focus is on material preparation and creation based on the "Tasks Galore" series. Those attending should be prepared with their own materials and resources they will use to create for their exceptional students. Please reference the "Tasks Galore" book series or or other resources for your ideas. At the second C of P we will continue with material creation and include time for refection about successes and material usage with students. *Please note that all photocopying should be done at your own school prior to attending.
Cross-Grade Literacy and Numeracy Exploration - Sarah Thompson Question - How can we better engage students and strengthen their numeracy/literacy skills? Big Ideas - Platoons (Cross-Grade Literacy program), small-group skill specific groupings (literacy and numeracy), push in numeracy and literacy support, cross-grade planning for project based learning, increased communication between grade teams and support staff Goals - to implement a successful push-in numeracy and literacy program, focusing on Platoons and a Math program that supports fundamentals (TBD), which will meet the needs of all students across all grade levels at Sarah Thompson Participants - Grade 1-5 teachers and learning support specialists - Sarah Thompson School 21st Century Skills - various areas will be addressed throughout the implementation process
Current Assessment Practice and Documentation of Evidence in the Lower Elementary Setting - Leveraging New Technologies and Parent Communication Techniques In our community of practice we will be investigating, prototyping and implementing assessment strategies. collectively we will meet to discuss these practices in our school setting. The focus will be on novel strategies that align with the current direction of Rocky View Schools. We will be focusing on Powerteacher Pro and it's use both as an assessment tool and communication device. Please note that this will require fluency with Powerteacher Pro and the creation of assignments and input of various types of data.
Daily 3 Math Focus - Grade 1 Inquiry/Focus Question: How do we incorporate Daily 3 math in grade 1 to create meaningful math experiences that are linked with inquiry and research based strategies.
Daily Report Card Online As part of a U of C/University of Ohio research project, a group of teachers from RJ, East Lake, and Ralph McCall will implement a behavioural support strategy around the "Daily Report Card Online"
Developing fluency of Basic Facts in Grades 2-6 How can we support students to gain fluency with basic facts while still reinforcing the importance of conceptual understanding? This Community of Practice aims to look at research based strategies using the Concrete-Pictorial-Abstract approach to help students gain computational fluency. We will explore the best practices of how to support the acquisition addition, subtraction, multiplication and division facts as well as engaging ways for students to practice basic facts.
Documenting Functional Interventions This Community of Practice is intended to increase knowledge and create common language around interventions and strategies used in working with students with Autism or other developmental disabilities. The information shared with be based on the principles of Applied Behaviour Analysis. Information and videos will be accessed (see Geneva Centre for Autism) and practical discussions, program planning, IPP development as well evaluation considerations will be discussed.
Elementary Music The group will continue to share best practises and expand our RVS Elementary Music resource bank. Some topics to be covered will be a Musicplay workshop with Denise Gagne, working with your Smartboard and ipads in the music room, drumming, ukulele and recorder playing, centres in the music room and ideas for the elementary generalist.
Grade 3 Entrepreneurial Citizenship We are looking at developing a cross curricular inquiry project that fits the needs of our community.
Grade One Guided Reading for Beginners We will be looking at best practices for guided reading. We will be using Lori Jamison's work as our guide.
Grade Two Digital Portfolio's Using My Blog JR How do we create meaningful portfolios that show real artifacts for use for assessment, reflection and communication with parents. Goals: - Become more familiar with the platform of My Blog Jr - Collaborate to create essential questions students will explore using the portfolio. - Develop ideas for how we can best communicate to parents what and why they are learning what they are in the classroom.
IB/PYP, professional development for support staff Our purpose is to develop a common understanding of our IB-Primary Years Program at PWE, review and discover what are key concept questions, transdisciplinary skill, POI, plus pertinent IB vocabulary, As well, our role as assistants within the PYP Program.
Implementation of the Blitz Reading Intervention Methodology What impact does the implementation of the Blitz reading intervention methodology have on student literacy achievement? The Blitz is a reading intervention methodology developed by Janet Mort and is Part 2 of the Joyful Literacy Series. The Blitz consists of short targeted literacy interventions in specific areas delivered in a fun and playful environment. The community of practice would be beneficial for learning support teachers, literacy teachers or others who are interested in implementing this methodology at their school with the hopes of replicating the results outlined in the research.
Improving COSL by Using Ongoing Assessment in A Grade 3 Learning Environment This community will work closely with the COSL guidelines outlined by RVS to improve assessment and communication practice through the use of various tools such as PowerSchool Pro, e-portfolios and online learning management systems. (Google Classroom, blogs, school and classroom webpages etc.)
Integrating Digital Literacy tools into the Grade 5 Curriculum Exploring Google Classroom and Google Read and Write as a tool to help deliver and differentiate learning and curriculum to engage the 21 Century learner.
Integrating PYP with RVS Literacy Framework The document Making the PYP Happen states that, "Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP." Over these two days we will investigate how to integrate the RVS Literacy Framework and Assessment tools with the PYP model.
K-4 Guided Reading Practice We will use Lori Jamison's "Balanced Literacy" and Jan Richardson's "Next Steps for Guided Reading" as guides to plan for and implement successful Guided Reading groups. We will focus on how to implement effective groupings, plan for progression of skills, and how to work this practice into the Daily Five framework and Rockyview's new Literacy guidelines.
Mastering Useful Technology for Planning and Assessment Mastering and implementing technology required to be strong 21st century educators
Mindfulness for Teachers Explore and compile mindfulness strategies and practices teachers can implement in the classroom. Learn how teachers from other schools and grade levels are using mindfulness within their daily routine and the benefits for student and teacher engagement/wellness. The inquiry explored in this session is how can teachers incorporate and reinforce the mindfulness techniques and strategies in the classroom and school culture using the MindUP program. Comprehensive School Health will be partnering and providing strategies on fostering universal staff wellness. Pre-requisite: None Please bring (Optional): MindUP Curriculum Guide This session is in collaboration with the 'Mindfulness for Support Staff' Community of Practice. Co-creator: Stepping Stones to Mental Health and Alberta Health Services.
Outdoor Ed: Empowering Leadership How does outdoor education empower student leaders?
Planning, Reflection, and Emergent Curriculum in the Early Childhood Classroom How does a teacher meet curriculum goals while supporting children's ideas, questions, and thoughts in the classroom setting? What is the best way to reflect on classroom learning? How can we effectively collaborate and reflect with members of our Community of Practice on a more regular basis?
PowerTeacher and Assessment Focus: How can PowerTeacher be used effectively to monitor and assess student learning across grade levels and disciplines? Big Ideas: - Formative/Summative Assessment Tools - PowerTeacher platform - Communication of Student Learning Goals: - To become efficient in the use of PowerTeacher Gradebook - To develop meaningful assessment tools/criteria to fit within the Gradebook Structure - To develop an understanding of how to communicate student progress/summative learning with stakeholders - To establish a multi-grade approach to using Gradebook for communicating student learning Target Audience: - K-8 teachers (small group breakouts for grade levels) 21st Century: - Communication - Collaboration - Media Literacy
PowerTeacher Pro and Public Portal Looking at the new PowerTeacher Pro and things like linking to student blog Creating Comment Banks - I can statements/Clear Targets Streamlining communication with families
Promoting Social and Emotional Wellness for Students Exploring the components necessary to promote social and emotional wellness for students at the elementary level. Research the tools, programs and opportunities available within our community that can be used to create a positive impact in our schools.
Sharpen the Saw mission statement: to develop positive culture in our school community.
STEAM Makers! This community is now full... SORRY THIS COMMUNITY IS NOW FULL Thank you for your interest. How do we design learning experiences that allow students to make meaningful connections to the curriculum and their lives through the integration of Science, Technology, Engineering, Arts and Math? Would you like to utilize makerspaces in your classroom and school? If you are interested in STEAM (Science, Technology, Engineering, Arts and Math), Makerspaces and coding/programming join the STEAM Makers Community of Practice. We have invited the STEM Learning Lab ( to work with a cohort of 20 teachers from Rocky View Schools. STEM Learning Lab will provide professional development from concept to design to implementation and will include opportunities for teachers to collaborate, imagine, create and mentor. We will investigate the integration of Technology and Curriculum and a Girls in Tech initiative to encourage girls to become more involved in technology, math and science. We ask that if you are considering this Community, you are prepared to commit to both C of P days, plus at least one, but preferably both, of the self-directed days. You will also receive release time for 4 more days during the year for a total of 8 PL days. There is a possibility of extending this initiative for up to 2 more years. Supporting experts include mathematicians, engineers, artists, musicians and scientists, and programmers. Global connections will be made.
Tasks Galore Creative ideas for staff working with exceptional children that are applicable to any early education our learning environment. This C of P will be based off the series "Tasks Galore" and we will be sharing ideas as well as offering time to make resources. Please check out the website to familiarize yourself with all the multi-sensory tasks that are available.
Teaching Social Studies Though Role Playing Games (Gamification) Continuation from last year. We will be looking at teaching Social Studies through the Tabletop Role Playing Game (RPG) system. We will discuss how to adapt the game system to fit a classroom and how to teach outcomes through the game. This is being used/tested this year in a grade 4 classroom, but this framework could be adapted and used for other grade levels in upper elementary and middle school. We will discuss and adapt some of the work of Csenge V. Zalka in his Master's Thesis "Adventures in the Classroom: Creating Role-Playing Games Based on Traditional Stories for the High School Curriculum." "Games encourage “learning by doing” (Adams, 1973; Bowman, 2010; Hertel & Millis, 2002; Heyman, 1975; Maidment & Bronstein, 1973; Zemliansky & Wilcox, 2010). Simulations require participants to apply their freshly gained knowledge right away instead of learning it and storing it for later. They learn through active participation, and thus the information gained is ingrained through immediate practice and application, which leads to a more permanent form of knowledge. This is also true in the case of role-playing games: By shaping the narrative and experiencing the imaginary setting and background of their adventures (e.g. exploring mythical Hellas) participants will remember their experiences as if they have happened to them, and store them as part of their own memories in a form of personal storytelling." (Csenge V. Zalka, Adventures in the Classroom Creating Role-Playing Games Based on Traditional Stories for the High School Curriculum, p. 28)
The Units of Study in Opinion/Argument, Information, and Narrative Writing in French Immersion classes As a group, we are going to explore and discuss implementation of the Writing Units of Study in French Immersion (FI) classes. We are going to look at some common French language to use during units such as teaching points, mini lessons and conferences. We will look at existing material such as “If...Then...Curriculum”, Performance Assessments and learning progressions to see what needs to be adapted for FI. In addition, we will identify French mentor texts that can be used.
The Use of PowerTeacher Pro In Elementary Grades Learning how to integrate PowerTeacher Pro into classroom practice with the end goal of reducing the number of report cards. This is a working group opportunity to work the program and answer any questions generated.
Using Google Classroom in Primary Grades Educators of any level of expertise with Google Classroom who want to collaborate to share best practices of using any Google Apps For Educators in a Grade Two or other elementary grades. The purpose of the group will be to develop curricular connections to using Google Classroom, and to collaborate on how to adapt classroom activities or projects to use this technology. If you have skills and want ideas, or if you have ideas and hope to learn skills, the collaboration will benefit all involved.
Whole Brain Teaching This is a continuation of a COP from last year. Please look at the link in the title to see if this is right for you. Whole brain teaching is an instructional system that includes; lesson planning and delivery (direct instruction and collaborative learning), ways to work with challenging students, and character education.
Writer's Workshop This community of practice will focus on Writer's Workshop and the Units of Study by Lucy Calkins. Inquiry question: how can we effectively use Writer's Workshop to excite and engage students in the writing process? What does that look like at the different grade levels in elementary school? Our Community of Practice goals will be to share ideas, collaborate, build our Writer's Workshop "toolbox," and create both plans and tools for assessment. The 21 Century Competencies we will investigate will be students as communicators, collaborators, and self-directed learners.