Development Plan

Development Plan & Results Report

High Park School's Development Plan is an integral component of our school accountability and assurance. This plan is an extension of the Parkland School Division Education Plan, which sets out educational priorities and assurance elements within the domains of education, while outlining the Division's Vision, Mission, Values, Ultimate Goal and Priorities. A strong plan implements strategies to maintain or improve student learning and achievement - while monitoring and adjusting as needed - and to help the school and division in making evidence-based decisions.

  • 2020-2021 High Park Results Report
  • 2021-2022 High Park School Development Plan

Every Parkland School Division school has evaluated their progress from last year in a Development Plan Results Report, using internal data, ThoughtExchange survey results, and Assurance survey results.

The goal of the Development Plan is to outline the strategies the school will follow for the 2021-2022 school year, based on their Element(s) of Focus, with the goal of improving their practices and achieving their desired state - one that aligns with the Division's Mission, Vision and Values.

By participating in Alberta Education’s Assurance Model, our school and our stakeholders are actively engaged in the development of our own local priorities and plans. Our development plan allows us to remain simultaneously forward-thinking and responsive to stakeholder concerns.

Element of Focus - Teachers and Leaders Collaborate

Stakeholder trust and confidence is gained when educational practices are flexible and responsive to the strengths, needs and learning preferences of individual students. All children are able to learn and reach their full potential when they are provided with opportunities to learn through effective teaching that is supported by appropriate resources. However, it is incredibly challenging for any single teacher to know how to successfully provide instruction and support for all students in diverse, inclusive contemporary classrooms. Collaboration is essential for student success, and Parkland School Division supports the implementation of the Collaborative Response framework. 

Collaborative Response is a comprehensive school framework focused on three essential components: 

  • Collaborative Structures and Processes, 
  • Data and Evidence, and 
  • A Continuum of Supports. 

Through the establishment of collaborative response, schools can effectively attend to the structures and processes that are in place to support inclusive learning environments. Our staff are able to remain current through research and practices related to: RTI, professional learning communities, enhancing collective efficacy, Universal Design for Learning, differentiated instruction, formative assessment and sound pedagogy. 

Leaders are responsible for attending to the development of learning teams that are in place to collaborate, plan and solve problems related to programming for students and children with special education needs. 

Leaders work with teachers to coordinate, develop, implement, monitor and evaluate each student’s progression plan. Teachers communicate effectively with parents and, when appropriate, other teachers and students to provide a sense of certainty that their teaching methods are responsive. 

Collaboration is essential for teacher growth and a significantly important aspect of unlocking the potential of our teachers and leaders exists collaboration through ongoing, professional learning. As we determine new ways to thrive in challenging times, teachers and leaders will require new and different competencies from those that have traditionally been appropriate. Teachers and leaders, as learners, require continuous engagement in inquiry to develop the knowledge, skills and attributes necessary for living in challenging times. 

Professional learning is most effective when the learning transforms teacher practice and results in increased student achievement. As we attend to this Element, professional learning within the Division exhibits the following characteristics: 

  • Professional learning is continual, collaborative and well-connected to practice; 
  • Professional learning aligns to the priorities set forth in each school’s plan for education; and
  • Professional learning attends to student learning as a critically important outcome.

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