Characteristics for Success [SGA.CS]

Students demonstrate positive, personal characteristics that contribute to success, including: confidence, resilience, active-engagement, health and wellness.

Exploring the Context

Stakeholders gain trust and confidence when students demonstrate strong, universally desired characteristics of learning. Of note: Student resilience surfaced as the most significant concern throughout our stakeholder engagements in 2018-2019. Class cancellation in the Spring of 2019-2020 further demonstrated a strengthened need for students to grow in confidence and resilience. 

Our Vision foresees students who possess the confidence, resilience, insight and skills required to thrive in, and positively impact, the world. Our intention is to identify strategies to build rigor and determined resilience in our students; we feel that developing these attributes will also have a significant impact on our students’ achievement results.

Schools are reviewing best-practice approaches with respect to “trauma informed instruction.” A trauma informed approach to social emotional learning involves partnership between teachers, parents, and other trusted adults to help guide students through the challenges they face in day-to-day schooling.

Alternative Context: Ongoing Pandemic

While we would expect to see the characteristics for success modeled by all students, attention to certain aspects of this Element are challenged when limited to remote delivery. Our teachers will continue to attend to active-engagement, health and wellness as priorities should our students need to continue with remote schooling. Similarly, our students will be called on to demonstrate greater resilience as they attend to learning in new and largely unfamiliar ways.

Avenues for Development

  • Students are provided with learning and extracurricular opportunities to grow and demonstrate characteristics for success;
  • Parkland School Division’s Instructional Services department coordinates with school administration for the implementation of a Division-wide collaborative attendance protocol;
  • School administration explores restorative justice approaches to behaviour management.


Our students are continuously growing toward independence. Teachers, parents and stakeholders expect to see our students demonstrate a year’s growth, or more, in a year’s time. To this end, teachers explore opportunities for students to demonstrate citizenship characteristics that promote success, while communicating the observation of this growth to the students and their parents.


  • Assurance measures indicate that stakeholders are valuing the characteristics of success that we desire to see in all students.
  • Year-over-year decrease in the overall number of suspensions.
  • Schools report improved attendance rates.
  • Accountability measures indicate the following:
    • A year-over-year reduction in the annual dropout rate of students aged 14–18;
    • High school completion rates demonstrate a year-over-year increase in students, including self-identified First Nations, Metis and Inuit students, within five years of entering Grade 10;
    • Agreement of students, parents and teachers that students feel like they belong and are supported to be successful in their learning; and
    • Satisfaction of students, parents, teachers and school board members that school provides a safe, caring, and healthy learning environment.