Framework for Enhancing Student Learning

This past year, education partners worked together to improve school district and school planning and reporting requirements of boards of education for enhancing student learning in B.C.’s public school system.

B.C.’s draft Framework for Enhancing Student Learning reflects a public commitment by education partners to work together to continuously improve student learning for each student, and to address long-standing differences in performance amongst particular groups of students, most notably Aboriginal students, children in care, and students with special needs. 

An overview of the draft Framework is being shared to inform the development of a final policy document in May 2016 and to facilitate transition to new locally-developed school district and school planning efforts for the 2016/17 school year.

To support planning and use of evidence, the Ministry has developed a reporting tool that provides easy access to provincially-collected evidence.

What is Different

  • Developed in consultation with provincial education partners
  • Shared responsibility for student learning (through meaningful partner involvement)
  • A focus on each student, as well as particular populations of students
  • Valuing the learner as a whole (going beyond intellectual to include human, social, and career development)
  • Increased flexibility in how and when plans are developed
  • Fewer reports
  • Report to and for your local community
  • Increased focus on continuous improvement and system-wide capacity building
  • Flexibility to refine provincial framework as needed

What is not Different

  • Continuing to use and build upon processes and structures that are working
  • Valuing school and district planning and improvement efforts
  • Continuing to recognize and value the many amazing things that are being done to enhance student learning in schools, districts, and communities across B.C.

Key Dates

Date Activities
2015/16 Transition year and an important opportunity for continued collaboration
By March 2016 Districts develop and post their annual district and school planning process (informed and supported by regional networking activities)
By April 2016 Optional activity for districts wishing to develop refined district plans in consideration of the draft Framework (as examples that can help inform provincial policy and directions)
May 2016 Informed by education partner experiences and input, refine initial provincial policy and post on Ministry Web site
2016/17 Plans and evidence developed under the new Framework posted on each district’s Web site

Guiding Principles

The following set of principles guided the development of the draft Framework for Enhancing Student Learning, and will be used as an ongoing reference point in its implementation and continuous improvement.

The Framework for Enhancing Student Learning:

  1. is grounded in the belief that all education partners are responsible for student learning, with each having unique responsibilities
  2. creates a system-wide focus on student learning, to ensure each student in B.C. achieves his or her full potential
  3. is meaningful, impactful, flexible, realistic, and sustainable
  4. addresses differences in performance among particular groups of students, most notably Aboriginal students, children in care, and students with special needs
  5. is strength-, support-, evidence-, and results-based
  6. reflects system-wide commitment to continuous improvement and life-long learning
  7. continues to build public confidence in B.C.’s education system.

Elements of the Framework

Elements of the Framework for Student Learning

  1. A system-wide focus on intellectual, human, and social, and career development. These goals broaden the focus of the previous framework to better reflect the whole learner and align with the provincial Mandate for the School System. School district and school plans are to be developed with careful consideration of these goals and the local context.
  2. Meaningful and effective planning for continuous improvement. Under this Framework, school districts and schools will be expected to continue to develop multi-year district and school plans, but in a manner that is more relevant to local contexts and needs. School districts will now be required to produce only one district plan, instead of multiple plans.

    Plans will be expected to reflect local efforts to support each student and specific groups of students, including Aboriginal students, children in care, and students with special needs. 

    The plans will be public reports to and for their local community. Boards must develop and publicly communicate a process for developing, reviewing, refining, and approving school district and school plans, and, in the spirit of collaboration, for including local education partners in this process.
  3. Effective communication of evidence, reported at least annually, by districts and the province.  The province and districts will report at least annually on overall results, as well as results for Aboriginal students, children in care, and students with special needs. Evidence should be meaningful and inform the school district’s and school’s plan and priorities for enhancing student learning.
  4. System-wide capacity building through team-based supports focussed on continuous improvement. The Ministry of Education and its education partners will work together to utilize existing structures (e.g., partner chapters, non-instructional days) and build new team-based supports to act on provincial and local priorities for enhancing student learning (e.g., a provincial team to support Aboriginal learners).
  5. Linkages with existing local agreements (e.g., Aboriginal Education Enhancement Agreements) to ensure consistent and meaningful support of Aboriginal students.