Clearly communicating a learner’s achievement is integral to their growth and progress and is part of an ongoing process that allows all partners to examine and make sense of the learning that has occurred. Communication of student learning includes, but is not limited to, parent/caregiver-teacher conferences, learner-led conferences, conversations with parents/caregivers and/or learners, and report cards. This communication with each learner and their parents/caregivers includes strength-based descriptive feedback and clear, concise language that is respectful, inclusive, and jargon-free. It includes information about if, when, or how interventions and supportive strategies might be used to further progress. When all partners have a clear understanding of evidence of learning, strengths, and areas needing improvement, then goals can be set, and further interventions and supportive strategies can be identified. Teachers’ evaluation and reporting plans may include the learners’ self-reflection/self-assessment of the Manitoba global competencies.
