HDSB PA Day Agendas
On Professional Activity (PA) days, staff engage in professional development. Our school, along with all schools in the Halton District School Board (HDSB) have several Professional Activity (PA) Days throughout the school year. The purpose of these days is to enhance student success. Staff focus on professional development activities, participate in training or planning sessions. There are no classes for students on these days.
To learn about what schools across the HDSB are focusing on during each PA Day, visit HDSB PA Days 2024-2025
PA Day Agendas
2024-2025 School Year
2024-2025 School Year
For a detailed description of what our school will be focusing on please see the following information.
Tuesday, Sept. 3, 2024 - Provincial Education Priorities
Please be aware that we will be updating this content shortly.
Timing/Format
9:15 - 3:30
Facilitators:
School Principal, Child and Youth Councillor, Members of School Leadership Team
Learning Materials:
Vision for the school
Student Health and Safety
Emergency Procedures
Update on Technology protocols
Additional information:
All sessions will take place onsite
Friday, Oct. 10, 2024 - Provincial Education Priorities
Timing/Format
9:15 - 3:35
In-Person - whole staff, Leadership Teams
Facilitators:
School Principal and Leadership Teams
Learning Materials:
Module 1: Literacy
In this module, Kindergarten To Grade 5 staff will engage in professional learning focused on implementation of the revised 2023 Language Grades 1-8 curriculum. Kindergarten to Grade 2 staff will engage in learning related to using information from early reading screening to inform literacy instruction. Grade 3 to 5 staff will participate in learning to support the use of diagnostic assessment data to inform responsive literacy instruction.
Module 2: Mathematics
The learning will engage Kindergarten to Grade 5 staff in the collaborative analysis of student work, diving into student work samples from the suggested common task. This session will facilitate key monitoring strategies, reflections, and guiding questions to support the collaborative analysis process and considerations for intentionally planning responsive instruction based on student data.