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Traditional Learning Centres

Parent Forum Report, April 11, 2011

general information

The Traditional Learning Centre is an alternative program within the Calgary Board of Education, committed to providing an excellent academic program and character education to students who are at or above grade level.

Although the Traditional Learning Centre is academically rigorous, it is not reserved for elite students. The program is designed for all students who are motivated to work with teachers and parents to thoroughly develop their ability to achieve excellence in a structured, virtues-oriented environment.

Open house information for 2012-2013

Philosophy of the Program

The Traditional Learning Centre advocates:

• High expectations for academic excellence and character development, which are clearly defined
• Direct whole group instruction that is sequential and enriched, building on a foundation of knowledge, virtues, critical thinking, and inquiry
• Structured, orderly, safe and nurturing environment that maximizes student learning
• Staff committed to continuous learning within a community of learners

Quality Control For Program Integrity

Program Commitment

Parents and students sign a commitment form that indicates their understanding and support of the school’s mission.

• The principal makes maximizing individual student achievement the top priority. There is a commitment to ongoing support for continuous professional development and results-based research on curriculum resources.
• The teachers set high expectations for student achievement and character development and model these goals in their planning, communication, and evaluation. They openly communicate with students and parents in a positive, professional manner.
• Parents encourage their children to persevere with academic rigour and provide a distraction-free time and place for homework. They examine students’ work and the daily agenda and provide enrichment activities through the family.
• Students make a commitment to doing their best and to respecting themselves, others, and their environment.

Features of the Program

• Focus on academic excellence and character development
• Direct whole group instruction as the primary instructional strategy
• Sequential learning that is structured, enriched, and purposeful
• Early literacy developed through explicit phonics, spelling, and grammar
• Mastery of basic facts and problem solving strategies
• Virtues-oriented environment developing responsible citizenship, respect for all cultures, leadership and community service
• Character circles to develop critical and reflective thinking
• French as a Second Language Grades 1 through 9
• Band beginning in Grade 5 in a middle school setting
• Music, art and physical education
• Technology to enhance instruction
• Committed parent support
• Regular homework
• School uniforms in K to 12

Teaching Approach

The Traditional Learning Centre uses a teaching approach that values knowledge. The teaching methods are research-based and results-oriented. Whole group, direct instruction is used to teach basic skills. The teacher chooses activities and structure that reinforce concepts and provide guided practice. The use of assessment for learning tools such as rubrics, models, and checklists are used to develop fluency and confidence. Once students understand the basic concepts, critical thinking and inquiry projects are put in place to help students expand their thinking and develop lifelong learning skills.

Curriculum and Resources

Curriculum is based on the Alberta Program of Studies. It is enriched by a carefully designed scope and sequence manual that introduces advanced concepts to students at an early age. The program is designed to give children an academic edge.

Resources are selected to complement the curriculum. Teachers are committed to action-based research that evaluates the success of the resource based on student achievement.

Liberal Arts Approach

• A focus on the liberal arts brings balance between the humanities, sciences and the fine arts.
• Language programs use literature that is classical, modern and culturally diverse. The Social Studies Program of Studies emphasizes history and geography and develops links between cause and effect.
• Math and science begin with basic knowledge, language and skills. Application is made through problem solving and divergent thinking.
• Technology is explicitly taught and integrated into the curriculum.
• Physical education promotes life-long physical activity and healthy lifestyles.
• Music and art develop practical skills along with a deep appreciation for the history and impact of the arts on culture.

Learning Environment

Students are taught in a structured, orderly setting with few distractions. Organizational and time management skills are modeled through the use of a daily agenda and established routines. Character education is purposefully taught in order to provide children with a common language and present them with tools for problem solving.

School Uniforms

A school uniform reduces distractions and creates a common culture. Students perceive themselves as serious learners in the universal pursuit of excellence.

Student Profile

Grades K-4

• At least average abilities and grade level achievement.
• Age appropriate self-management and organizational skills.
• The ability to focus on tasks for an extended period of time.
• The ability to listen to and follow oral directions without delay.
• Self-motivation and a willingness to be challenged academically.
• A willingness to do nightly homework.
• Ability and willingness to respect self, others and the learning environment.
• A desire to work and play with others and display good character.
• An ability and willingness to take ever-increasing responsibility and ownership for their own learning (independent work within a structured setting).
• A willingness to wear a school uniform.

Grades 5-8

• At least average abilities and grade level achievement.
• Age appropriate organizational skills.
• The ability to focus on tasks for an extended period of time.
• The ability to listen to and follow oral directions without delay.
• Self-motivation and a willingness to be challenged academically.
• A willingness to do nightly homework.
• An ability and willingness to participate in positive social interactions, engage in problem solving and model good character.
• A willingness to undertake a leadership role in the school, including citizenship and service.
• An ability and willingness to take ever-increasing responsibility and ownership for their own learning (independent work within a structured setting).
• A willingness to wear a school uniform.

Grades 9

• At least average abilities and grade level achievement.
• An ability and willingness to take ever-increasing responsibility and ownership for their own learning (independent work within a structured setting).
• Self-motivation and a willingness to be challenged academically, including mandatory participation in Advanced Placement programs. TLC High School is not for the elite but it is for the prepared.
• A willingness to do regularly assigned homework and review.
• An ability and willingness to participate in positive social interactions, engage in problem solving and model good character.
• A willingness to undertake a leadership role in the school, including school, community, and global service.
• A willingness to adhere to school uniform expectations.
• A willingness to accept the challenge of a rigorous academic curriculum and an eagerness for knowledge and service.

Grades 10-12

• Students continuing in the TLC program are supported through their Teacher Advisory Cohort.
• Students continuing in the TLC program are required to complete expectations for a Character-In-Action Certificate at all grade levels.
• Students are encouraged to enroll in the highest level of academic courses and are provided with access to academically enriched programming such as Advanced Placement or International Baccalaureate.
• Students continuing in the TLC program are required to wear uniforms on occasions as identified by the school.

Poster for Certificate-In-Action

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Last Modified: December 16, 2011