West Bay students will cultivate a deep understanding of their Learner Profile attributes, empowering them to become proactive leaders in their educational journey; confidently navigate conflict resolution; and passionately support causes they care about.

Why Leadership?

At West Bay, we are committed to fostering internationally minded students who exemplify the IB Learner Profile attributes in their daily lives. This means that our students are not only developing strong academic skills but also cultivating the characteristics needed to become thoughtful, responsible, and proactive members of their community.

Through intentional learning experiences, students will deepen their understanding of the IB Learner Profile attributes—such as being caring, principled, open-minded, and reflective—which will empower them to take ownership of their educational journey. As knowledgeable and communicative learners, they will confidently express their ideas, set meaningful goals, and embrace challenges with a growth mindset.

In addition, our students will develop the skills to navigate conflict resolution with empathy and integrity. By practicing thinking and self-management skills, they will approach conflicts with respect and fairness, seeking solutions that honor different perspectives. Our focus on collaboration and inquiry will help them build the emotional intelligence needed to maintain positive relationships and work effectively with others.

Beyond the classroom, West Bay students will be encouraged to take action and support causes they care about. As caring and principled individuals, they will recognize their role in creating a better and more just world. Whether through local service projects, advocacy, or innovative problem-solving, students will be guided to use their strengths to make a meaningful impact.

By embedding the IB philosophy into our school culture, we are ensuring that our students grow into reflective, balanced, and courageous leaders—ready to take initiative, engage with the world around them, and contribute to positive change. We look forward to working alongside families to support and celebrate our students as they develop into compassionate, capable, and globally-minded individuals.

See full Framework for Enhancing Student Learning document here: FESL WB 2023-2025.

Year 1
2023-24

In the first year of the Framework for Enhancing Student Learning (FESL) plan, West Bay Elementary focused on developing students’ leadership skills by fostering social awareness, problem-solving abilities, and a sense of responsibility. The goal was to help students recognize themselves as leaders, engage in meaningful action, and contribute positively to their school and community.

Key Areas of Focus:

  1. Building a Shared Understanding of Leadership:
    • Staff and students explored what it means to be a leader and how leadership connects to problem-solving and positive community impact.
    • Baseline data was gathered through student surveys and interviews, asking:
      • “What is a leader?”
      • “Who do you know that is a leader?”
      • “Do you see yourself as a leader?”
  2. Integrating Leadership into Learning:
    • Units of Inquiry were adjusted to incorporate real-world problem-solving opportunities where students could take action and see the impact of their decisions.
    • Buddy Problem-Solving Activities were introduced, where students worked together to tackle challenges, promoting collaboration and leadership.
    • Building Thinking Classrooms strategies were explored to encourage all students to take initiative in their learning.
  3. Assessing Problem-Solving and Leadership Growth:
    • Teachers observed and documented how students approached problem-solving in the classroom and in social situations.
    • Students completed problem-solving efficacy questions as part of the Student Learning Survey to assess their confidence and resilience in tackling challenges.

Year 2
2024-25

In the second year, West Bay Elementary deepened its focus on leadership by creating more opportunities for students to actively practice leadership traits in their daily school life. The school introduced monthly Learner Profile (LP) Traits in morning announcements and assemblies to help students reflect on different aspects of leadership. Den Groupings (cross-grade groups) met monthly to discuss and apply these traits, while students recorded their reflections in journals or through SpacesEDU.

To encourage student leadership in real-world contexts, several new initiatives were launched:

  • Peer Helper Program (Grades 5 & 6): Over 30 students were trained in restorative conflict resolution through North Shore Restorative Justice. These students assist younger peers with problem-solving during recess and lunch.
  • Student Council (Grades 3-7) & Grade Reps (K-2): Representatives from each class worked with the principal to discuss student concerns, provide feedback on initiatives, and contribute to school spirit.
  • Leaderboard Recognition System: Teachers awarded LP tickets to students demonstrating leadership traits, with weekly recognition.
  • Grade 7 Leadership Roles: A Google Classroom was set up for Grade 7 students to sign up for leadership responsibilities such as mentoring younger students, managing the Little Library, and refereeing school sports.
  • “Welcome to Kindergarten” Initiative: Grade 6 students were paired as buddies with incoming kindergarteners to support their transition and create an early leadership experience.

Parent and Staff Engagement:

  • The school kept parents informed through weekly e-bulletins, ensuring they were aware of leadership initiatives and could reinforce these values at home.
  • Staff participated in restorative justice training to align their approach to conflict resolution with the Peer Helper program.

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