We met Pascale Pellerin who is director of two schools of the Navigators school board. Pascale has spent part of her career in Ontario. We wanted to know how the Ontario College of Teachers inspired her practice and what she keeps with her today.
Text by Alexane St-Amant Ringuette
First of all, Pascale reminds us that directors are also part of this professional order since they are above all pedagogues and teachers. The order is a rigorous body that first takes care of accreditation so that the courses offered at the university meet the needs of future teachers. The order brings together both management staff and teachers around a code of ethics with common values and principles: respect for the student, respect for the profession, well-being and the progression of the student. children are at the heart of their actions. All professional decisions are thus taken for the well-being, improvement and progress of the child.
" We want a successful child, but above all we want a child who progresses " – Pascale pellerin
Assessment for learning
It is with this in mind that Pascale uses evaluation in the service of learning rather than experiencing the evaluation of learning as such. In this interview, she emphasizes the progress of children through diagnostic or formative assessment tools that allow children to get involved. It changes practices.
Assessment for learning is made up of the following ingredients:
- Clear learning outcomes
- The co-construction of criteria and proofs of learning
- Feedback description
- Peer assessment (educational discourse is developed in children)
- Self-assessment
- Setting a personal goal
Listen to Pascale share her experience with the Ontario College of Teachers and her expertise in Assessment for Learning.
" Instead of telling students “this is what you are going to do”, they are told “how do you think we could do the best writing job. " – Pascale pellerin
