Teaching

Teachers in this study are striving to do their job better and are clearly teaching with heart. They work well collaboratively and demonstrate positive regard for each other. The teachers are caring and committed and possess a passion for what they are teaching and for their students. They incorporate a range of pedagogical strategies and offer students a rich literacy environment filled with books, posters, art and samples of children's work on display. Further, the school staff embrace a school-wide philosophy where students are taught to take responsibility for their own actions.

Tess presents as an instructional leader for language and literacy for the staff. She is continually trying to explore new options and is always willing to share the knowledge she has. She shows positive regard for the students and a belief in their abilities to accomplish their goals. She regularly loans materials to other staff and researches new programs, continually seeking a more effective way to teach the more challenging students. During the time of the study, a new supplementary reading program was being introduced in grade 1. Tess offers the classroom teacher additional support and some assistance to get the materials prepared and the program operating in a timely manner.

The overall pedagogical approach among the Parkview School staff is to provide the content in their teaching and allow all students to try to learn. Those who experience difficulties are automatically referred for resource help. There is a wide range of academic abilities in the classrooms, but according to the three early–years' teachers in this study, a higher percentage of the low-income children experience exceptional learning needs then the middle class students. Those with learning needs are typically segregated for remedial programs conducted in the resource room.