project-based professional teacher learning: the teacher learning leadership program (tllp) model in...
TRANSCRIPT
Project-Based Professional Teacher Learning:
The Teacher Learning Leadership Program (TLLP) Model
in Ontario, Canada
Ms. Rosemary Paniccia
Dr. Gabriel Roman Ayyavoo
Toronto Catholic District School Board
Ontario Ministry of Education
1. What is professional development?2. Challenges in Professional Development (PD) sessions3. Research questions4. The Teacher Learning Leadership Program (TLLP) in ON5. Timeline of the TLLP6. Project-based Professional Learning Model7. Self-Directed Learning8. Teacher Collaboration9. Pedagogical Sharing10.Challenges of Project-based Professional Learning11.Discussion
Agenda
What is professional development?
What does it mean to you?
What are your experiences with professional development?
A Funny Thing Happened Leaving No Child Behind DVD Screenerhttp://www.youtube.com/watch?v=Mvu3HBQmPNk
Professional development:
• Focuses on improving the instructional practice of teachers• Is meant to bring about innovation and change• Is policy driven• Usually occurs in a one day session
• Usually involves an outside speaker/presenter/expert• Offers teachers a day off from curriculum instruction and the
opportunity to socialize
Adopts a “one size fits all” approach to learning
Problems with Current Professional Development Day (PD) Practices
• PD workshops are often outside of the context of the school, not typically aligned with ongoing practice, and do not reliably lead to changes in classroom teaching (Loucks-Horsley, et al., 1999).
• PD sessions ignore the different learning styles of teachers and the context in which teachers teach (Lieberman 2011)
• PD sessions ignore teacher goals and Annual Learning Plans (ALP)
• PD sessions are usually a one day event, and therefore do not provide the time to implement change
• PD sessions result in a partial competence of the skill being taught
• Is project-based learning, as in the TLLP, a sustainable model for teacher professional learning?
• What is the value of the TLLP in fostering teacher leadership?
Research Questions
Hannay, Wideman, and Seller (2006) define professional learning,
distinguishing it from professional development, as, “not a self-contained event, [but] rather an ongoing
process through which professionals continually renew their practice” (p.21).
Professional Learning
• Professional learning opportunity for teachers
• Job-embedded
• Project-based
• Rooted in a self-directed learning approach
• MOE funded and supported
• Collaborative process between the OTF, MOE, school boards and teachers
• Sharing opportunity of knowledge creation
What is the TLLP?
The TLLP in Ontario
Resulted from discussions and consultations on the Working Table on Teacher Development (2007)
Informed by 5 priorities for teacher learning:
1. Coherent2. Attentive to adult learning styles3. Goal-oriented4. Sustainable5. Evidence-informed (Campbell, Lieberman, & Yashkina, 2013)
(Campbell, Lieberman, &Yashkina, 2013, p.21)
Activity Date1. The TLLP Proposal- Project objectives- Requesting a budget- Listing teacher proposed learning activities- Listing teacher sharing activities
November 2011
2. Board support of the TLLP Proposal December 2011
3. Ontario Ministry of Education (MOE) support of the TLLP Proposal
January 2012
4. MOE training session on the components of TLLP May 2012
5. The TLLP project • Self-directed learning • Collaborating with colleagues• Sharing of the Project
June 2012 - June 2013
Timeline of our TLLP: STSE Education Online
Three Phases of Project-Based Professional Learning Model (Ayyavoo & Paniccia, 2013)
Our Model for Project-based Professional Learning
Our TLLP Learning Goals for 2012/2013:
1. Incorporating Science-Technology-Society-Environment (STSE) discussions using an online platform in secondary science courses.
2. Learning how to implement online discussions to foster higher order thinking skills amongst our students
Self-directed learning activities
- Reading texts (online and offline)- Participating in the ECOO
Conference (October 2012)- Posting and discussing ideas on the
e-Community Ontario website
Advantages: self-directed approach
- Time and space to organize one’s own learning
- Respect for one’s individual learning style
- Process-oriented rather than product-oriented
- Choice = Empowerment- Context is rooted in specific teaching
goals (i.e. ALP)
Self-directed learning reflection on e-Community Ontario
While our project is focused on how to conduct STSE-based discussions online in order to enrich students' learning, we're now asking ourselves
how online discussions could specifically support girls' learning and spark their interest in physics (a field that has been traditionally male-dominated). This TLLP Project has sparked our own interest in
gender-based learning - an area we hadn't considered when we designed our initial project. (Authors’ reflection, e-Community Ontario, 5th
December 2012)
Collaboration
• Designing lessons incorporating STSE-based issues in physics
• Developing post-activity surveys• Ongoing “collaborative
conversations” (DuFour 2004)
Advantages: Teacher Collaboration
- Ongoing discussion on student progress
- Sharing of goals- Sharing of strategies and resources- Sharing of concerns- Encouragement, feedback, and advice- Ongoing reflection = professional
growth
Collaboration led to interdisciplinary lesson-planning
In grade 12 core French I explored STSE-based discussions about the environment. Rather than text-based asynchronous discussions, in French students voice recorded their answers to problems. The following question was posted online and students in the grade 12 French class responded by voice-recording themselves:Qu`est-ce qui est plus important, le développement industriel ou la protection de l`environnement? Est-ce que les deux peuvent exister au même-temps?This type of interdisciplinary task allowed students to both learn about environmental issues and to develop their oral communication skills in expressing an opinion on a controversial issue. (Author reflection, e-Community Ontario, 19th June 2013)
Pedagogical Sharing
- e-Community Ontario- PD Day at our school- TLLP findings at the SITE Conference- Our model at the ATE Conference- Sharing the Learning Summit, MOE- Peer-reviewed publication (pending, Ontario Action Researcher)
Advantages of sharing
- Learning from our colleagues- Shedding light on the different
learning needs of adult - Feeling empowered- Developing leadership skills- Networking with colleagues across
the province
Pedagogical Sharing at the SITE Conference led to renewed inquiry
It was a question concerning copyright which particularly struck me. One participant asked me about teacher and
student discussion materials being posted online and proprietorship. This teacher... was concerned about copyright issues and who owns materials once they are posted online. This is a valid question for us to pose ourselves as educators,
especially when one embarks on using digital cloud technology in the classroom…As a teacher working with high school
students, this raises concerns about the loss of ownership with regards to one’s ideas. While, we teach our students to cite
material and to create bibliographies for their research, who is safeguarding original thought/discussion that arises from STSE-based talks online or other online discussions? The conference
opened up my mind to this challenge of online ownership. (Author reflection, e-Community Ontario, 2nd May 2013)
Next time, maybe we could have the people interested in websites like Edmodo, d2L and WordPress (class websites) in one room, people interested in adding some technological games or similar (like Jing, QR codes, etc.) in another room etc., and all of us on a computer. That would be the most effective way to get people comfortable and actually using the technology.
We learned a lot at the PD. I would like to
investigate more about what we learned.
I would like to learn more about Edmodo. It
seems like a fantastic tool. I just need some
time to figure it out!
Thank you to the entire team. This was a
fantastic presentation. I really learned a lot!
I found the first h
alf of th
e day to be what
we've all been asking not to do - sitting and
listening to people.
I found with time in the afternoon to "play" and be together while doing so, we were actually immersed in the technology and were learning more than we ever could have just listening to people talk about it.
(Transcript from Club 21: 21st Century Learning PD, February 2013)
- Scheduling and finding the time to collaborate
- Missing curriculum instruction time
- Managing a large budget of $14 000
- Balancing the account
- Completing paperwork for reimbursements
- Administrative team lacking knowledge about the TLLP
Challenges of Project-based Professional Learning
in TLLP
Design your OWN “TLLP”• What type of projects are most important to you
now, in terms of teacher learning?• What types of skills are you interested in
learning?• What do you need to make this happen?
NOW IT’S YOUR TURN Project-based Professional Learning Model
Works CitedA Funny Thing Happened Leaving No Child Behind DVD Screener. Retrieved fromhttp://www.youtube.com/watch?v=Mvu3HBQmPNk
Campbell, C., Lieberman, A., & Yashkina, A. (2013). The Teacher Learning and Leadership Program: Research Project. Retrieved from http://www.otffeo.on.ca/english/docs/tllp_full_report%20.pdf
DuFour, R. (2004). What is a “Professional Learning Community”? Educational Leadership (pp. 1-6). Retrieved from http://staffdev.mpls.k12.mn.us/sites/6db2e00f-8a2d-4f0b-9e70-e35b529cde55/uploads/What_is_a_PLC._DuFour_Article_2.pdf
Hannay, L., Wideman, R., & Seller, W. (2006). Professional Learning to Reshape Teaching. Toronto: Elementary Teachers’ Federation of Ontario. Lieberman, A. (2011). Teacher Learning and Leadership: Beijing, Finland, and U.S. Presentation transcript retrieved from http://www.videodelivery.gov.on.ca/player/download.php?file=http://www.media.gov.on.ca/55f0899156be5ad2/en/transcripts/page.html Loucks-Horsley, S., & Matsumoto, C. (1999). Research on Professional Development for Teachers of Mathematics and Science: The State of the Scene. School Science and Mathematics, 99(5)
Rosemary [email protected]
Gabriel Roman [email protected]
Special thanks to the TLLP, Ontario Ministry of Education