First Time Out
Well, we can’t just measure the success of the team by the first results, but the enthusiasm was beyond measure. The mere thought of playing a game of soccer with the neighbouring school brought a shout of excitement from our students.
As of yet we don’t have an official name for our team, but that did not matter. What mattered was that a game was on. Hidden somewhere in one of the suitcases were a number of uniforms, donated sometime ago, waiting for a moment like this. Well, it did not come too soon for the team.
It was an enjoyable event, tense at times, but that’s to be expected as we were the visitors playing away from home. In reality, the game was a lot closer than the 5-3 recorded in the books. No trophy here, but we left our heads held high and with a box of juice for each player. In the grand scheme of things, this was a well-earned prize.
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March 2015 Update
Report Cards & Teacher Evaluation
Students received their report cards on the third Friday in February and the parent teacher meeting was held on the first of March. We have seen an improvement in the academic achievement of our students during this past year. This is a result of our teachers being better prepared to meet the academic challenges in the classroom.
Thanks to Arlene Belle and Patricia Briscoe, our teachers have been receiving pedagogical development in seminars as well as ongoing support electronically.
Patricia and her husband John took a week out of their busy schedule to visit us from March 5-12. While Patricia was conducting teacher evaluations, John was busy trying to work through a long list of repair and maintenance chores, which included installing a basketball net on a branch of a mango tree.
On Wednesday morning, the students were encouraged to continue their quest for educational excellence as both John and Patricia gave pep talks. The Briscoe’s also brought down a number of school supplies and teaching aids.
This is our first official teacher evaluation and Patricia says it was encouraging that the teachers were so receptive to receiving advice on how to improve their teaching. We are fortunate to have such an enthusiastic group of teachers who are more than willing to learn and who graciously accept the challenge of constructive criticism.
Each teacher was evaluated based on three domains: commitment to pupils and pupil learning; professional knowledge; and teaching practice. Within each of these domains, there were groupings of competencies. A few competencies were selected for each teacher to focus on and pedagogical strategies were given to help. Now each teacher has an evaluation portfolio, a focus for various competencies and strategies to help them; all are meant to improve their teaching and ultimately increase student achievement and success.