eMinds On!
ePortfolio Learning Activity
SCAVENGER HUNT RESOURCE INVENTORY
Resource Title Reference
Statement of Brummet, A. J. (2021, March
Education Policy 5). Mandate for the School
System. Government of British
Order (Mandate
Columbia. Retrieved May 26,
for the School
2022, from
System)
https://www2.gov.bc.ca/assets/
gov/education/administration/le
gislation-policy/legislation/scho
ollaw/d/oic_128089.pdf
Description
While first published in 1989,
this document is extremely
important as it lays the basis
for the framework and goals of
the education system in British
Columbia. In this article, the
prime goal of public schools is
to foster intellectual
development amongst
students. This responsibility
belongs to the school system
but should be supported by
family and community.Career,
human, and social
development, however, are the
responsibility of not only the
school, but the family and
community as well. The main
attributes of the public school
system are designated as
Connections to Course
Material
Sackney (2007) argues
that, “increasingly, parents
and the community are
being urged to get more
involved in the schooling
process” (p. 180). This
article calls for family and
community involvement in
career, human, and social
development. Only
intellectual development is
the sole responsibility of the
school system. Anderson
and Sivasubramaniam
(2017) also call for
community involvement,
but argue it is ineffective
without, “...measures that
directly affect the quality of
teaching” (p. 128). This
article, however, does not

Framework for Ministry of Environment and
Enhancing Climate Change Strategy.
Student Learning (2021, October 22). Framework
for Enhancing Student
Learning. Province of British
Columbia. Retrieved May 26,
2022, from
https://www2.gov.bc.ca/gov/con
tent/education-training/k-12/ad
ministration/legislation-policy/pu
blic-schools/framework
accessibility, relevance, equity,
quality, and accountability. The
statement finishes by
describing the duties, rights,
and responsibilities of
students, parents, teachers,
principals, district officials, the
college of teachers, the
community, and finally the
ministry. Similar descriptions
are given for independent
schools and homeschooling.
In British Columbia, “The
Framework for Enhancing
Student Learning” dictates the
role of the ministry, the school
boards, and the schools. The
role of the ministry is to
collaborate with, “…
indigenous peoples and key
education stakeholders”
(Province of British Columbia,
2021). Furthermore, they will
review all boards within the
province to ensure all
educational outcomes are
being improved. They will
speak of improving
teachers’ methods or
practice.
The Framework for
Enhancing Student
Learning calls for what
Shah et al. (2022) refers to
politics of anti-racist
resistance. This strategy of
school improvement,
“...centers historically
silenced voices of
students, families, and
communities, with calls for
structural changes to
district resources,
governance, and positions
of power” (Shah et al.,
ensure that all outcomes and
measures from each school
district are published. Lastly
they will, “…work with boards
to build capacity along a
continuum of supports
including communicate,
facilitate, cooperate and direct
using provincial and local
information” (Province of
British Columbia, 2021).
Boards will ensure that
districts and the schools within
them all have educational
plans and that they are
published annually. They must
also align all district annual
operational plans and
participate in continuous.
improvements review
programs
2022, p.45). While the
framework states all
minority and diverse
learners should receive
equity in their education, it
calls special attention to
Indigenous learners. It
plans to do so by
collaborating with,
“...Indigenous peoples and
key education
stakeholders in the
process, including
partners, parents,
students, teachers, support
staff, and representatives
for Indigenous students,
children and youth in care,
and students with
disabilities or diverse
abilities. Sackney (2007)
calls for this engagement
in his article and claims
many provinces do not
specifically focus on
minority groups as British
Columbia has done in its
framework.

Understanding the British Columbia Ministry of
BC Policy for Education. (2021).
Student Success Understanding the British
Columbia Policy for Student
Success. British Columbia
Government Website.
Retrieved May 26, 2022, from
https://www2.gov.bc.ca/assets/
gov/education/administration/ki
ndergarten-to-grade-12/underst
anding_the_bc_policy_for_stud
ent_success.pdf
“Understanding the BC Policy
for Student Success” explains
what student success is
according to the British
Columbia’s Ministry of
Education and how to achieve
it. This guide declares that it is
the goal of the British
Columbia Ministry of
Education to improve
intellectual, career, social, and
human development amongst
its students. The ministry plans
on reaching these goals by
ensuring quality teaching and
The framework also states
that all districts should
support one another and
cooperate and
communicate with one
another. While this does
not go as far as sharing
data and evidence
province wide as Sackney
(2007) suggests is key to
success, it is a start.
“Understanding the BC
Policy for Student
Success” is an important
article because it does
what most of our readings
ask for: focus on the
teaching. For effective
learning this article states
calls for “Quality Teaching
and Leadership” and
“Student Centered
Learning”. Elmore (2008)
argues that policy does not
improve schools, instead,
“...they improve through

Chilliwack School Chilliwack School District.
District 2021-2027 (2021.). Chilliwack Board of
Strategic Plan Education Strategic Plan.
Retrieved May 26, 2022, from
https://stratplan.sd33.bc.ca/site
s/stratplan.sd33.bc.ca/files/202
1-07/2021-06-18_Strategic%20
Plan%20Brochure_Final%20W
eb.pdf
leadership, student centered
learning, future orientation,
high and measurable
standards, and healthy and
effective learning
environments
The Chilliwack District’s
strategic plan demonstrates
how schools in Chilliwack are
working to improve
themselves. The goals of the
district is to improve literacy,
numeracy, transitions, and
human and social
development in the lives of its
students.Such goals are to be
met by practicing high quality
instruction, data driven
decisions, collective
responsibility, and targeted
interventions. Specific
the complex and
demanding work of
teaching and learning” (p.
1). The province of British
Columbia confirms such
beliefs by stating,
“...great teachers and
educational leaders have
always been the key to
student success” (British
Columbia Ministry of
Education, 2021).
The Chilliwack School
District places literacy and
numeracy as two of the
four most important goals
for improvement. Methods
used to measure both of
these include assessments
done at the provincial
level. Such strategies are
discussed in the article by
Anderson and
Sivasubramaniam (2017).
Although these two
authors argue that
provincial assessments
measures for each of these
goals are given later in the
document along with an
assurance that all teaching will
be influenced by the First
Peoples Principles of
Learning.
lead to improvement, the
results are often limited
(Anderson &
Sivasubramaniam, 2017,
139). Such formal
assessment are often,
“...criticized for rewarding
lower-level learning (rote
memorization and factual
recall, use of standard
procedures such as
mathematical formulas), as
opposed to more complex
and demanding learning
objectives that require
open·ended problem
solving, application, and
synthesis of knowledge in
authentic "real world" (not
just textbook) contexts.
The Chilliwack
re-emphasises the
importance of “High
Quality Instruction” as per
the articles by both City et
al. (2009) and Elmore
(2008). No specific

Sardis Secondary Sardis Secondary School.
2021-2025 Growth (2021). Sardis Secondary
Plan Growth Plan 2021-2025.
Retrieved May 26, 2022, from
https://sardissecondary.sd33.bc
.ca/sites/sardissecondary.sd33.
bc.ca/files/2022-03/2021-25%2
0Sardis%20Secondary%20Gro
wth%20Plan.pdf
This document is the growth
plan for the school I work at.
The author describes it as a
“...conceptual framework…
designed to communicate the
big ideas that we believe about
our school in a visual, holistic
fashion.” The big ideas
mentioned included high
quality instruction, data driven
decisions, collective
responsibility, and targeted
examples of how this is to
take place are given,
however, just as in
“Understanding the BC
Policy for Student
Success”.
Emphasis on community
involvement and creating
equity for minorities is also
explained. Just as in the
policy of British Columbia,
Indigenous learners are
given special attention in
this document.
The Sardis Secondary
2021-2025 Growth Plan is
similar to that of the district
but offers greater detail in
actions happening in the
school to make goals
happen. In Argyis’s (1999)
article he states that,
“organizations do not
perform actions that
produce learning. It is
individuals acting as
interventions. These goals are
to be met by improving
literacy, numeracy, transitions,
and development of human
and social skills. The
document is broken down
further to show what actions
and measures are being used
to hit targets.
agents of organizations
who produce the behavior
that leads to learning”
(p.67). This document,
although representative of
an organization, speaks of
strategies by teachers and
departments within the
school. Collaboration and
sharing of curriculum is
discussed under the
numeracy section creating
a similar scenario to what
happened in Elmore’s
(2008) article. According to
Elmore (2008) in the
example he used, a similar
curriculum does not
produce results, it is whats
taught and how it is taught
that matters.