Page 19 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

As part of effective teaching practice, teachers communicate with parents about what their children are learning. This communication occurs through the sharing of course outlines, ongoing formal and informal conversations, curriculum events, and other means of regular communication, such as newsletters, website postings, and blogs. Communication enables parents to work in partnership with the school, promoting discussion, follow-up at home, and student learning in a family context. Stronger connections between home and school support student learning, achievement, and well-being.
Principals
The principal works in partnership with teachers and parents to ensure that each student has access to the best possible educational experience. To support student learning, principals ensure that the Ontario curriculum is being properly implemented in all classrooms and learning environments using a variety of instructional approaches. They also ensure that appropriate resources are made available for teachers and students. To enhance teaching and learning in all subjects, including classical studies and international languages, principals promote learning teams and work with teachers to facilitate their participation in professional development activities. Principals are also responsible for ensuring that every student who has an Individual Education Plan (IEP) is receiving the modifications and/or accommodations described in his or her plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored.
Principals are responsible for ensuring that up-to-date copies of the outlines of all of the courses of study for courses offered at the school are retained on file. These outlines must be available for parents and students to examine. Parents of students under the age of eighteen are entitled to information on course content since they are required to approve their child’s choice of courses, and adult students need this information to help them choose their courses.
Principals can support students’ learning by promoting the value of classical studies and of learning second or additional languages. They can foster an atmosphere of collegiality among all staff members, and include second-language teachers/educators in school improvement planning, as well as in professional learning communities that are examining student learning and the use of evidence-based strategies. Principals can also ensure that information about classical studies and international languages programs and events is included in school newsletters, on school bulletin boards, in yearbooks, and on the school website.
Community Partners
Community partners can be an important resource for a school’s classical studies and international languages program. They can be models of how the knowledge and skills acquired through the study of the curriculum relate to life beyond school. Relationships with community recreation facilities, universities and colleges, businesses, service groups, and other community organizations can provide valuable support and enrichment for student learning. These organizations can provide expertise, skills, materials, and programs that are not available through the school or that supplement those that are. Partnerships with such organizations benefit not only the students but also the life of the community.
INTRODUCTION
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