SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 11

Capacity Building for Facilitators of Learning Teams using a

Collaborative Inquiry Process(PL Cycle DVD Required)

Adobe Connect for Facilitators of Learning Teams

January, 2012Student Success/Learning to 18

To access the teleconference please call: Local: 416-212-8013  Toll-free:1-866-633-1033 Conference ID:

3863204                

                    

I have facilitated learning teams using a Professional Learning Cycle:1.not yet

2.as a shared responsibility with others

3.a few times

4. many times

My experience with the PL Cycle DVD and Facilitator’s Guide is best described as 1.I am developing awareness2.I have used one or two clips/activities with teams3.I have used several clips/activities with teams4.I regularly use clips /activities and integrate with other materials

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 2

PollPoll

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 3

Session MaterialsSession Materials

Slide SummaryProfessional Learning Cycle DVD, 2011 Facilitator’s GuideHandout 1: Learning Team Agreements on Ways of

Working TogetherHandout 2: Challenges of Practice Handout 3: Questioning Quotes/ActivityHandout 4: Questioning ScenariosHandout 5: Leading Deep Conversations … Handout 6: Question Bank

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 44

AgendaAgenda

Minds OnMinds On Poll Welcome and Introductions Purpose and Context PL Cycle DVD and Facilitator’s GuideAction• Facilitation (video)• Collaborative Inquiry Continuum • Challenges of Practice • Questioning for Critical Analysis /Scenarios

Consolidation• Leading Deep Conversations …• Voices from the Field • Reflection and Next Steps

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 5

Session Learning Goals

We are learning to:• Develop/refine facilitation knowledge and skills• Use a collaborative inquiry process to focus

professional learning on the learning needs of students

• Understand the conditions that support learning teams in their use of collaborative inquiry

5

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 6

E-ProtocolsE-Protocols

• Use signals (bottom left hand corner) • Use “Raise hand” to volunteer to speak• Identify yourself before speaking• Use the CHAT Pod to communicate with

the whole group or privately with a colleague by selecting from the drop down menu

• Mute your phone or polycom when not speaking to the large group (*6)

6

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 7

IntroductionsIntroductions• Name of Board, SSL and Key Communicator• Type and size of team

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 8

What is Collaborative Inquiry?What is Collaborative Inquiry?

8

… a way of ensuring that collaboration goes beyond casual story swapping and becomes true, intentional joint work that results in new understandings that will move practice forward

Katz, Earl & Jaafar, (2009). Building and Connecting Learning Communities, p.74.

COLLABORATIVE INQUIRYDriven by Student Needs

Professional Learning

Cycle

•Teaching-Learning Critical Pathway

•Action Research•CILM

9SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 10

Professional Learning CyclePLANPLAN• examine student data and work to identify

areas of need and ways to address them• determine/access professional learning in order

to address areas of student need and to differentiate to reach all

ACTACT• Implement and adjust instruction; engage in

professional learning, share practiceOBSERVEOBSERVE• share instructional practice to monitor impact

on student learning and engagementREFLECTREFLECT• examine student data and work to determine

impact, lessons learned, next steps for student and educator learning

STUDENT LEARNING

EDUCATOR LEARNING

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 11

School Effectiveness FrameworkSchool Effectiveness Frameworkhttp://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 12

School Effectiveness FrameworkSchool Effectiveness Framework

School and Classroom Leadership• 2.4 Job-embedded and inquiry-based

professional learning builds capacity, informs instructional practice and contributes to a culture of learning

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 13

Learning TeamsLearning TeamsProfessional learning team meetings have one primary purpose: improved teaching and learning in an area of identified student need.

Professional learning team meetings have one primary purpose: improved teaching and learning in an area of identified student need. The aim is… to provide a way for

teachers to become increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams.

The aim is… to provide a way for teachers to become increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams.

Source:

The Evolution of a Professional Learning Team, Tools for Schools (NSDC), Nov./ Dec. 2008

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 14

Implications of School-based Inquiry TeamsImplications of School-based Inquiry Teams

Using a collaborative inquiry model:• (Shifts teacher) attribution of improved

student performance to … teaching rather than external causes

• (Gives focus to) an academic problem long enough to develop an instructional solution

SOURCE:Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-based Inquiry Teams 1, Ronald Gallimore, LessonLab Research Institute & UCLA, May 2009

Facilitator RoleFacilitator Role

The facilitator . . . • leads the processes used in a meeting, •choreographs the energy within the group, •maintains a focus on one topic and one process at a time.

Adapted from:Garmston and Wellman, The Adaptive School, p.27

15SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

The Four Hats of Shared Leadership

FACILITATOR

PRESENTER

COACH

CONSULTANT

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Garmston and Wellman, The Adaptive School, p.27

CautionCaution

Many of us who are teachers or trainers have developed a real habit of intervention. We have been trained to correct, amplify or amend what has been said.

J. Nelson (2001).The Art of Focused Conversation for Schools. p.45

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Professional Learning Cycle Resources

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 18

Professional Learning Cycle ResourcesDVD and Facilitator’s GuideDVD and Facilitator’s Guide

Considering the experiences of your group, select one of the options below or form sub-groups and select as appropriate.

OptionsA.Familiarization with the DVD and Guide (Jigsaw)B.Discussion:

– Which segments/activities have been or could be used with which groups in your board?

– What refinements might be considered to adapt to your board context?

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DI: Readiness

A: Jigsaw/DiscussionA: Jigsaw/Discussion

SECTIONSSECTIONS1. Introduction,

Conclusion, CreditsPROFESSIONAL LEARNING CYCLE SEGMENTS

2. Plan3. Act 4. Observe 5. ReflectSUPPORTING IMPLEMENTATION SEGMENTS

6. Building Capacity7. Leadership8. Facilitation

Jigsaw• Examine one of the 8

sections• Note how it is organized• Share an aspect of

interest with your teamDiscussion• Select one or more of

the 8 sections as a basis for your contribution to the discussionSIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 20

Facilitation (1)

• Determine roles: (1) facilitator and (2) timer• Facilitator:

– Focuses group on topic and process

• Timer:– Manages times so that all can contribute

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Type A – Take Five

Take five minutes for your team to:- Clarify the activity- Consider in terms of local context- Note points for future discussion

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 22

Professional Learning Cycle Resources

Other Resources AvailableLearning Modules (including slide presentations, handouts and facilitator guides) for administrators and facilitators www.edugains.ca

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 23

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 2424

AgendaAgendaMinds On Poll Welcome and Introductions Purpose and Context PL Cycle DVD and Facilitator’s Guide

ActionAction• Facilitation (video)• Collaborative Inquiry Continuum • Challenges of Practice • Questioning for Critical Analysis /Scenarios

Consolidation• Leading Deep Conversations …• Voices from the Field • Reflection and Next Steps

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 25

Supporting Implementation - ContextSupporting Implementation - Context

Supporting Implementation: Facilitation

Viewing Option A Think/Pair/Share

‘Thinking Routine’What did you see?What do you think?What do you wonder?

• Note ideas and questions to share with your team

Viewing Option BThink/Pair/Share

‘Gap Analysis’•Note conditions and skills for effective facilitation•Considering your experiences, add to or prioritize the list

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 26

DI: Learner Preference During Viewing: During Viewing:

Facilitation (2)

• Determine roles: (1) facilitator (2) timer and (3) recorder

Facilitator:– Focuses group on topic and processTimer:– Manages times so that all can contributeRecorder:– Notes group responses

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 27

Type A – Take Five

Take five minutes for your team to:- Clarify the activity- Consider in terms of local context- Note points for future discussion

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 28

Effective Facilitation

Facilitating collaborative inquiry:•Decide who decides•Define the sandbox/sphere of influence•Prepare the learning /meeting space•Develop agreements for ways of working together (Handout #1)

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 29

Adapted from: The Adaptive School, Garmston and Wellman (2009, 2nd edition)

Agreements – Ways of Working Together

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 30

Handout #1

Collaborative Inquiry Continuum

3131

Supporting Conditions

Poll:1.Which condition is most in place for a learning team with which you work?

2.Which condition needs to be strengthened?

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Use of Data/Evidence

Unfortunately , the pervasive belief that data can give precise, objective and unassailable information about educational activity is deceptively simple and appealing.

32SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Using data is a human activity that requires not only capturing and organizing ideas, but also turning the information into meaningful actions.

Senge et al, 1999

Inquiry-based conversations are pivotal to creating the shared meanings that form the basis of these actions.

.

33SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Challenge of Practice

“For the most part, PLC members were not engaging in critical reflection necessary to assess existing theories and develop innovative solutions. This is a necessary step before real changes in classroom practice can be made.”

(McCormick as cited in Katz, 2010. What are We Learning About Supporting Professional Learning Communities? p. 19)

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 34

Challenges of Practice

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 35

(Handout #2)

Challenges of Practice

Individuals/Pairs: • Read/scan:

– the Challenges of Practice– the quotes from one of the 4 areas of research

• What connections can you make between your reading and your experiences as a facilitator or learning team member?

• Share a connection with the board team

Board team:• note connections and questions

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 36

DI: Interest

Facilitation (3)

• Determine roles: (1) facilitator (2) timer and (3) RecorderFacilitator:– Focuses group on topic and processTimer:– Manages times so that all can contributeRecorder:– Notes connections and questions raised by board

team members

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 37

Type A – Take Five

Take five minutes for your team to:- Clarify the activity- Consider in terms of local context- Note points for future discussion

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 38

Facilitation Skill: Questioning

What matters most is that the role (of the facilitator) is intentional and that it is focused on interrupting the default or status quo.

Facilitation must interrupt that avoidance tendency by showing us that discomfort isn’t an unfortunate by-product of new learning; its an essential prerequisite.Katz, 2010. What are We Learning About Supporting Professional Learning Communities? p.28

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 39

Facilitation Skill: Questioning

Case Study Observation:The nature of the questions the facilitator asked changed as well. Instead of asking process questions, the facilitator … asked questions that prompted the members to analyse what they had just said or to challenge their work; in other words, (the facilitator) role transitioned to one of ‘interruption’. Katz, 2010. What are We Learning About Supporting Professional Learning Communities? p.27

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 40

Facilitation Skill: Facilitation Skill: Questioning

There is great potential for these questions to shift a conversation from simply sharing stories of practice to questioning the reasons for impacts of instructional actions and using classroom-based data to respond to those questions.

(Nelson et al, Leading Deep Conversations in Collaborative Inquiry Groups, 2010, p.177)

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 41

Facilitation Process (4)

Process – Narrowing the Focus1.Brainstorm as a board team2.Clarify questions as needed3.Advocate for questions to be shared with full

adobe4.Survey/canvas for agreement/preferences

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 42

Adapted from: The Adaptive School, Garmston and Wellman (2009, 2nd edition)

Questioning ScenariosQuestioning Scenarios

Board Team1. Select and read a scenario of interest. 2. Considering this scenario or a similar one relating to

experiences/ board context: – Brainstorm questions that a facilitator could ask to help the

learning team adjust instructional practice to meet the learning needs of students

– Clarify as needed – indicating anticipated result of questions– Decide on 1 or 2 questions to share with the adobe group– Note question(s) and desired result in CHAT POD

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 43

Handout #4 DI – Interest; Readiness

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 44

Four Scenarios (Handout 4)

A Balance of Questions

Questions should facilitate critical analysis of :• instructional practice • student work • the collaborative inquiry process and ways the

team is working together

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 45

Facilitation (4)

• Determine roles: (1) facilitator (2) timer and (3) recorder

Facilitator:– Focuses group on topic and processTimer:– Manages times so that all can contributeRecorder:– Notes questions generated by board team– Records question(s) and desired result in CHAT

PODSIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 46

Chat Pod

Question(s) …… and Desired Response(s)

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 47

Type A – Take Five

Take five minutes for your team to:- Clarify the activity- Consider in terms of local context- Note points for future discussion

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 48

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 4949

AgendaAgendaMinds On Poll Welcome and Introductions Purpose and Context PL Cycle DVD and Facilitator’s GuideAction• Facilitation (video)• Collaborative Inquiry Continuum • Challenges of Practice • Questioning for Critical Analysis /Scenarios

ConsolidationConsolidation• Leading Deep Conversations …• Voices from the Field • Reflection and Next Steps

Leading Deep Conversations…

• Article • Question Bank

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 50

Handout #5

Voices From the Field

• Name• Board• Learning Team

Facilitator (Professional Learning Cycle)

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 51

Next Steps

What are your next steps as a board for facilitating learning teams using the Professional Learning Cycle/Collaborative Inquiry?

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 52

Please note at least one ‘next step’ in the CHAT POD prior to signing off.

SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 5353

anne.clifton@ontario.cakaren.greenham@ontario.cakarina.kozlowska@ontario.ca

Thank you.