Literacy and Numeracy

Streamlined Expression
of Competencies
AJM 2016-2017
Competencies are combinations of
knowledge, skills and attitudes that
students develop and apply for
Literacy/Numeracy successful learning, living and
Sub-Time working. They emphasize aspects

Allocation Plan of learning that apply within and

across all subject areas. Alberta’s
Kindergarten to Grade 12
Literacy is the ability, confidence and willingness to engage curriculum promotes development
with language to acquire, construct and communicate mean- of the following competencies,
ing in all aspects of daily living (Alberta Education, 2015).
which are streamlined expressions
Numeracy is the ability, confidence and willingness to engage of the competencies in the
with quantitative or spatial information to make informed
decisions in all aspects of daily living
Ministerial Order on Student
(Alberta Education, 2015). Learning (#001/2013):

A major part of our District professional learning plan for Critical Thinking
2015-2017 is Literacy and Numeracy: Learning Deeply where:
Problem Solving
 teachers intentionally support student learning in Managing Information
literacy and numeracy through their content area
teaching.
Creativity and Innovation

 Teachers identify, assess and target teaching to our Communication

students who are struggling in reading or mathematical
understanding Collaboration

Archbishop Joseph MacNeil Elementary/ Cultural and Global Citizenship

Junior High School
Personal Growth and Well-being
750 Leger Way
Edmonton, Alberta T6R 3H4

Phone: 780-471-4218
E-mail: keri.cyr@ecsd.net
 Additional PD Dates

District-Wide PD
AJM 2016-2017 Literacy and Teacher Community of Practice Cohorts/ Community of Practice Cohort Sharing Sessions:
(1/2 day P.M.)
Sept. 22nd Numeracy Sub Time Allocation Plan Instructional Leadership Opportunities: To help facilitate Competency focused
As part of our district support for professional collaboration and Literacy/Numeracy “Cohort”
Jan. 26th
What knowledge and skills do our students need to meet learning this year, we have six classroom teachers sharing, teachers may request sub time to meet
Feb. 16th
important goals? What knowledge and skills do we, as who have volunteered to participate in collaborative (one-on-one or in grade-level/subject specific
April 13th
professionals, need to meet the needs of our students? learning, professional dialogue and deliberate groups) with one of our Instructional Leaders to
practice to deepen student literacy and numeracy discuss and share what they have experienced and
Expectations: We deepen our professional knowledge and refine our learning. These teachers will attend up to six half-day implemented as part of their Community of
Teachers send a short email to
professional skills. We engage students in new learning community of practice cohort sessions throughout Practice Cohorts.
their principal or assistant principal
experiences. What has been the impact of our changed the year and be responsible sharing their learning *Available: 15 half-day subs (30 teachers x 1.5
before each of the four Thursday
actions on outcomes we value for our students? with staff through Collegial Observations and/or hours= 45 / 3 hours per A.M. sub) (Code 84)
afternoons with the following
(Timperley, 2011) Community of Practice Cohort Sharing Sessions.
information:
Cohort 1: Literacy across the Content Areas Personal Literacy and Numeracy Professional
**Total Whole-School Allocation: Elementary (Cathy) Development Opportunities:
 Brief description of plan for 40 half-day subs (Code 84) + an additional 42 half-days Cohort 2: Literacy across the Content Areas To help support your individual literacy and
professional learning that (Code 39) Secondary (Colette) numeracy goals you may submit a proposal to
afternoon, including how it
Cohort 3: Math Community of Practice with a attend an external professional development
supports student learning
Grade 1-2 Focus (Helene, Lynn) opportunity and/or ask to have extended sub time
 Teachers involved
Cohort 4: Guided Math with a Grade 4-6 Focus to work one-on-one with one of our Learner
 Location
(Kasia) Coaches.
Cohort 5: Foundational Mathematics Flexible *Available: 5 half-day subs (Code 84)
Cohort Planning Time
Groupings Secondary (Rick)
(2:30-3:30 P.M.)
Additional Cohort Planning Time:
Jan. 19th
*Allocation: 42 half-day subs (Code 39), 6 half-day If your Grade-Level or Competency Focused Cohort
Feb. 9th
subs (Code 84) has a specific literacy or numeracy project that you
March 16th
would like to plan and/or implement and you
April 6th
Assessment Professional Learning Opportunities: require extra planning time, outside of our
Ongoing learning about assessment practices to designated Thursday afternoons, to support these
Expectations:
enhance student learning with assessment leader initiatives you may request additional sub coverage
Teachers focus on integrating
Sandra Herbst. Themes explored include involving for your group.
Streamlined Competencies
students in assessment practices and assessing *Available: 10 half-day subs (*to be taken
competencies as well as content. simultaneously with other cohort members)
Sharing/Celebrating Best Practices
Elementary Representative : (Kathryn) (Code 84)
(1:30-2:30 P.M.)
Junior High Representative: (Christina)
Dec. 8th
Jan. 19th
*Allocation: 4 half-day subs (Code 84)