Download - Bcpvpa connecting leaders oct 22 2010 site
Networked Leading:Making a difference for
our learners
BC Networks of Inquiry: 2010-2011
Healthy Schools Network – HSNOver 200 Schools
Aboriginal Enhancement Schools Network – AESN
Over 150 Schools
Network of Performance Based Schools – NPBS
Over 400 schools
Today’s presentation
Our networking journey: teacher initiatives, classroom connections, school partnerships, provincial sharing, international networking
Sustaining our work through networking and inquiry
Finding ways to continue to improve student achievement
Creating a “question” for inquiry/case study – we’re happy to help you begin!
Our presenting team
Lynne Tomlinson – Principal,
Gleneagles Elementary School and Lions Bay Community School
Scott Slater – Vice Principal,
Bowen Island Community School
What about you?Please introduce yourself to those around
you…
District? Leadership Role? (formal or informal)Reason for attending this session? Possible focus for inquiry at your school?Any experience with networking? (formal
or informal)
The Networks are dedicated to transforming the
learning of young people through teacher inquiry, a focus on important learning outcomes, application of formative assessment strategies, and teamwork across roles, districts and countries.
Current research about how we learn: (with thanks to this year’s District Leadership Team in Prince Rupert)
Motivation is a key component for effective learning
Learners bring different knowledge to a new learning challenge
Learners start from different places and follow different routes to the same learning outcome
Knowledge should be discovered as an authentic, integrated whole
Learning is an active, social process
BC Educators: Caren Cameron, Anne Davies, Kathleen Gregory, Faye Browlie, Leyton Schnellert, Judy Halbert, Linda Kaser, Damian Cooper
NETWORK VISION 2020
EVERY learner crossing the stage with purpose, dignity and options.
4 Big IdeasLearner Meta-cognition A key goal of deep learning work is for learners’ to be able to coach
themselves for improvement. Nimble and Responsive Teaching Teachers use evidence of learning to adapt instruction to meet
learner needs – minute-by-minute. Inquiry Mindedness as a Way of Life Inquiry mindedness – using thoughtful strategies and then looking
for evidence of deeper learning – is a necessity for learners, teachers and leaders.
Learning for All through NetworksIsolated efforts of individual educators – no matter how well intentioned - do not work for the most vulnerable learners. They need and deserve sustained and connected learning.
Walk into any classroom and ask a child…
What are you learning about?
How are you doing?
What do you need to do to improve?
…they’ll be able to tell you all about their learning!
How we started networkingYear 1 - 1999/2000 -first writing inquiry with two classes - Gr 2/3 and Gr 6/7
Years 2/3 Writing and SR -takes time for teachers to comfortably use the writing performance standards for regular assessments
Year 4 we moved from Personal, Impromptu Writing to Writing to Communicate Ideas and Information and Reading for Information in an effort to engage more students.
Year 5 new inquiry to engage boys more fully and frequently in reading and writing through more of a focus on the area of Non-Fiction
Years 6-10 student coaching/mentoring and parent involvement- staff learning more about formative assessment through networks
Social Responsibility- Years 1/2
Performance standards used as a teaching tool for students and for ongoing feedback with parents
Principal works with grade groups once/week during “Teacher Freebee Times” to work with students on the aspects of Social Responsibility while teachers collaborate and plan around the year’s inquiry
Principal introduces parents at a PAC meeting to the Social Responsibility Standards to complement the school goal to develop global citizenship
Writing Self Assessment – Years 1-3
•Staff spend several lessons training students to use the quick scales as they work to promote self evaluation.
•Student goal setting - metacognitive
•Students also spend more time in class peer editing and using the quick scales to share ideas and help each other to develop their literacy skills.
Parent Involvement – Year 4
Samples of writing and reading are sent home regularly with “strips” of quick scale aspects that are of focus for each lesson.
Teacher/student co assessment in informing parents of progress
• Parents are asked to sign the writing or reading samples and discuss them with their children.
Writing: 2007 - 2009Writing Assessment
Preparing our students for the future…
Discussion#1
What do your students do well? What do they need to improve? How do you know?
Closing the gap – Year 5 inquiry
After frank discussions with our students, we realized that our boys felt inferior in many ways. We hoped that we could encourage the boys in our school to engage more fully and frequently in reading and writing through more of a focus on the area of Non-Fiction
Data as of 8:45PM, October 18th 2010
Data as of 8:45PM, October 18th 2010
Closing the gap …an ongoing challenge
Inquiry for Case Study:“Can the gap be closed between achievement levels in literacy skills between boys and girls using the Reading for Information and Writing to Communicate Ideas and Information performance standards to assess learners and drive instruction?”
Closing the gap – Grade 6/7Strategies:Pilot program 5 years ago to separate Gr 7
boys and girls for certain subjects
laptop program implemented to augment classroom instruction
Literature/non-fiction material: more student choice
Student collaboration embedded throughout
Closing the gap – Grade 6/7 Discoveries:
Students more engaged
boys better able to focus when it was just them
boys more likely to edit their work and tend to write more when using laptops
more engaged because they enjoyed the learning
able to talk about things that interested them like gaming, sports, etc
Student feedback- planned, powerful questions
Ridgeview ElementaryReading Data – 2006 - 2008
0%
10%
20%
30%
40%
50%
60%
70%
Not Yet Minimally Fully Exceeding
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Student portfolios – working to keep track of each individual – Yrs 6/7 Initially, collected class data and designed lessons
around common weaknesses
Compared class data each year and shared with upcoming teachers at end of year
Year 6, started to track each student and specific areas of weakness
Developed student literacy portfolios to “follow” students each year. Portfolios include different assessments and work samples, not just Performance Standards
Charts created as ongoing tracking tool for each student
Teachers share student portfolios at staff meeting in May to plan for next year
When you’re a new teacher…
Finding ways to determine student skills when you’re new to teaching
Meaningful assessment for both the teacher and students
Ongoing and clarifying assessments to facilitate planning
Comfort when reporting to parentsStudent – directed learning
Reading
Reading and Writing
Tag-Team Editing – peer learning
Reading: new inquiry, Years 8/9Peer coaching, student self assessment
Teachers still not satisfied that they are using the reading performance standards successfully
Principal shares Glenview’s inquiry at staff meeting in May (Yr 8 with NPBS)
Following September, pro d morning spent on reviewing/sharing the lessons and viewing the dvd
Some teachers plan to initiate peer coaching lessons this year
New Team inquiry – 08/09Inquiry for Case Study:
“Will student self-assessment and peer coaching in our cross-grade reading program improve both the older and younger readers’ comprehension as measured by the BC Reading Performance Standards?”
Buddy Reading Network developed
lessons
The intermediate buddies work on various aspects of the Standards with their buddies
The lessons were introduced to the staff during a staff meeting
Several Ridgeview teachers took a release day to review the lessons and collaborate on a plan to implement them
Ongoing collaboration occurs during buddy lessons to adapt the lessons to the classes
Benefits of Buddy Reading…
…for Grade Ones Develop a positive
perception of older students
Have a direct model of positive reading habits
Have 1 on 1 support to correct errors in pronunciation and to develop expression
Have 1 on 1 support to understand the Performance Standards
Benefits of Buddy Reading……for Intermediate
Students
Social Responsibility
Develop a positive relationship as a leader with a younger student
Intermediates know that they are being relied upon to help with something very important
Benefits for Intermediate Students
Engagement throughenjoyment andAccountability
Students really enjoy sharing their knowledge and developing a positive relationship with a younger student
Have the responsibility of modelling positive reading habits leading to students having the motivation and sense of accountability to truly understand and display positive reading habits
Benefits for Intermediate Students
Develop an understanding of formative assessment and metacognition
Intermediates realize their buddy’s strengths and weaknesses and emphasize aspects of the standards accordingly
Realize they also have strengths and weaknesses and must celebrate and continue strengths but also address weaknesses
Benefits for Intermediate Students
Provides an Exercise in Understanding the P/S
Review what they themselves learned in Grade One and acts as a reminder that they should continue these habits
Compare Grade One P/S with Grade Five P/S determining similarities and differences requires a thorough understanding of the standards
Preparing our students for the future…
Discussion#2
What opportunities could your students have to mentor, coach, collaborate and peer assess?
Professional dialogue – teacher collaboration
Planned collaborative time during staff meetings and some pro d days as determined by reps with principal
Focused professional discussions using guiding questions
Mixed grade groups, different partnersNew teachers encouraged to share their ideas,
tooNew model this year with District Leadership
providing collaborative time – as requested by our team!
Staff Meeting – classroom reflection with colleagues
SIX STRATEGIES
LOOKS LIKE… FEELS LIKE…
1/ Learning Intent
2/ Criteria
3/ Feedback
4/ Questions
5/ Self and Peer Assessment
6/ Student Ownership
Secondary/Elementary NetworkingYear 10: R2WR Project 09/10Rockridge Secondary/Gleneagles Elementary
Secondary teacher designs a coaching/mentoring writing project for his Grade 10 students to work with Grade 7s at feeder school
Secondary and Elementary teachers meet to plan the program and design 10 lessons using the Glenview Model from NPBS case study 2008
Principal of Secondary School provides transportation for Grade 7s to visit 2x. Principal of elementary school teaches Grade 6s while Gr 7s work on R2W2
R2W2 Project 2010 Grade 10 Pre-AP English students invited to
participate in a Writing Workshop.
Grade 10 students work as mentors and coaches for the grade 7 students – 10 lessons over 6 weeks
English 10 Pre-AP students have the opportunity to
develop lessons, and activities that meet the needs of their grade 7 buddies.
Grade 7s connect with older buddies, writing improves!
Secondary/Elementary Networking
Program goals for Secondary students:• develop leadership skills
• improve their ability to identify strong writing vs. weaker writing
• improve their ability to express strengths, areas for improvement, and goals for writing
• to improve clear communication skills by acting as coaches for younger students
Preparing our students for the future…
Discussion#3
What creates engaging learning at your school?
International Networking:2010/2011Welsh National Networking Project with 8 schools in the lower mainland: Surrey, Burnaby, Vancouver and West Vancouver
Intentions: Shared/Compared Inquiry - improving student
achievementInnovation – local/global design and application
of innovative learning environmentsAdult Learning – shared practice for teacher
professional learning
From ToInstruction and
teachingDeep learning
Summative assessment for grading and
reporting
Formative assessment to provide coaching feedback
Teaching in isolation Teaching teams working as a learning community
NPBS Moving From Sorting to Learning
From ToSchools on their
ownSchools working
together and with communities
Leadership by position - hierarchy
Leadership by contribution –
distributed and networked
“Business as usual” Genuine transformation
Moving From Sorting to Learning
Keeping up the momentum
For our school Focus on teaching and learning Sense of team Collaboration time Inquiry leadership
For young learners
Improved learning Peer learning Self assessment strategies Parent involvement
For adult learners
Proficiency using assessment Shared leadership Formal leadership roles
Leading in a Network School – what we’ve discovered over the years
The Importance of:TimeTrusting relationshipsHigh expectations – raising the barPersonalized small group coachingSharing ideas with different teachersStudent engagementParent education
Our Hopes and Dreams for our Children…