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Professional Learning is central to the culture of improvement, innovation and excellence in Rocky View Schools (RVS). Research and data-informed critical reflection play a significant role in establishing high quality professional learning and professional practice. Learning Communities committed to continuous improvement, collective responsibility and goal alignment.
School based collaborative and collective inquiry aligned with jurisdictional and provincial priorities is the most meaningful and effective professional learning. Leadership requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Effective professional learning involves continual innovation of practice to enhance knowledge, skills, attributes and competencies. Resources require prioritizing, monitoring and coordinating resources for professional learning. Professional learning is personalized, generative and focused on the actualization of exemplary practice in the learning environment. Data uses a variety of sources and types of student, educator, and system information to plan, assess and evaluate professional learning. High quality professional learning and transformational leadership are integral to sustainable school and system improvement. Learning Designs integrates theories, research, and models of human learning to achieve its intended outcomes.
Professional learning is job embedded with collaborative opportunities for guided conversation and co-creation of innovative practice.
Implementation applies research on change and sustains support of professional learning for long-term change.


As architects and designers of lifelong learning, there is individual and shared responsibility for engaging in inquiry based, professional growth. Outcomes align professional learning with educator performance and student curriculum standards and outcomes.
Organizational learning is ongoing, supported and fully integrated into Rocky View Schools' culture. Understanding sentences is a help sheet for teachers which explains the features of clauses and simple, compound and complex sentences so that teachers can moderate student work for sentence structure and see what feedback students need to use a variety of types of sentences to suit their purpose and audience. Customer LoginIf you have previously created an account with us, please enter your Trio username and password below. Karen Evans is Professor of Education (Lifelong Learning) at the Institute of Education, University of London. Approaches to the longstanding challenges of ‘integrating’ subject-based and work-based knowledge have typically focused on questions of how learning can be ‘transferred’  from one setting to another, usually from theory into practice. The presentation will offer a fresh approach that concentrates on different forms of knowledge and the ways in which these are contextualised and ‘recontextualised’ as people move between different sites of learning in universities, colleges and workplaces. The aim has been to improve practice in work-based learning (WBL) by researching how the subject-based and work-based aspects of a curriculum or learning programme can articulate with one another.
These and other key principles will be explored for their potential to inform the design and facilitation of curricular that incorporate a 'sandwich placement model' of work integrated learning. Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.
A simple sentence, also known as an independent clause, is the building block for effective writing. At the Institute of Education she was Head of the School of Lifelong Education and International Development from 2001 to 2005, and is currently co-director of Centre for Excellence in Work-Based learning for Education Professionals.


What has continually dogged attempts at transfer is how to overcome the assumed ‘abstract’ nature of theory in relation to the assumed ‘real’ nature of practice. In a research field that has come to be dominated by consideration of organisational arrangements and the technical issues that accompany credit and quality assurance frameworks, questions of knowledge, teaching and learning have been relatively neglected. This help sheet explains the features of clauses and simple, compound and complex sentences so that teachers can moderate student work for sentence structure and see what feedback students need to use a variety of types of sentences to suit their purpose and audience.
Karen’s research interests are learning in life and work transitions, and learning in, for and through the workplace. This is often seen as a single movement as encapsulated in the term ‘from theory to practice’. The concept of recontextualisation offers some new ways of enquiring into longstanding and seemingly intractable problems, by articulating what is involved in successfully moving knowledge from disciplines and workplaces into a curriculum; from a curriculum into successful pedagogic strategies and learner engagement in educational institutions and workplaces.
Specifically, the research has identified a number of pedagogic strategies that facilitate this outcome.
The challenge is to extend this methodology from the specific curriculum contexts in which the methodology was developed to more typical WIL scenarios in higher education.
Some strategies are a ‘smart’ re-working of long-standing pedagogic practices, for example, the ‘gradual release’ of knowledge and responsibility builds engagement and confidence.



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