ss/l-18iteb 2010 the professional learning cycle 11 facilitating learning teams using the...

SS/L-18ITEB 2010 The Professional Learning Cycle 11

Facilitating Learning Teams using Facilitating Learning Teams using the Professional Learning Cyclethe Professional Learning Cycle

Adobe Connect for Board Teams of Learning Team Facilitators

January, 2011

Student Success/Learning to 18


Session MaterialsSession Materials

PowerPoint slide summaryHandout 1: Facilitation Approaches and Standards Handout 2: A Professional Learning CycleHandout 3: Plan - Data SetsHandout 4: Observe - Shared Practice ScenariosHandout 5: Collaborative Inquiry Continuum

See confirmation email orhttp://community.elearningontario.ca/index-en.asp


PollPoll

1. never

2. as a shared responsibility with others

3. a few times

4. many times

3

I have facilitated learning teams using a Professional Learning Cycle:


A rose by any other name…

Collaborative Inquiry e.g.

•TLCP

•Action Research

•Lesson Study

The Professional Learning Cycle is driven by student learning needs.


Professional Learning CycleProfessional Learning Cycle

The goal of the Professional Learning Cycle Strategy is to increase student engagement and achievement by providing a process for professional learning that is driven and focused by student learning needs.


AgendaAgenda Minds On Poll Welcome and Introductions Purpose and Context

Action Facilitation

Approaches and Standards Complementary Roles

Shared Practice PLAN ACT OBSERVE REFLECT

Consolidation Reflection and Next Steps


Session Purpose

Share practice and build capacity in facilitating learning teams using the professional learning cycle

Sharpen the focus on identifying and addressing student learning needs on an ongoing basis

7


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)

8


IntroductionsIntroductions


Provincial Context: Core Priorities

High Levels of Student Achievement

Reducing the Gaps in Student Achievement

Increased Public Confidence in Our Publicly Funded Schools


StudentStudent Success/Learning to 18Success/Learning to 18

Focusing on theFocusing on the Core Priorities, Core Priorities, Grades 7-12Grades 7-12

Programs (e.g., SHSM) Interventions (e.g., Credit

Recovery) Effective Instruction (i.e., DI

Professional Learning Strategy)

ALLALL

SOMESOME

Necessary for some; good for all

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School Effectiveness FrameworkSchool Effectiveness Framework


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


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


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



Action Facilitation




Knowing the LearnerPOLL•Think about your experience as a facilitator and select the option that best describes you as a facilitator:

A. Mickey Mouse B. The Librarian C. Einstein D. Elmo E. Eeyore

17SS/L-18ITEB 2010 The Professional Learning Cycle

Facilitation Approaches and Standards


HANDOUT 1HANDOUT 1Read A and B:A. Approaches – Instructional and FacilitativeB. Standards

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Facilitation Approaches and Standards:Board Groups

2. Raise your hand when you are ready to share a comment or example.

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1. For either A. Approaches or B. Standards, think about examples of when you have attended (might attend) to one of these aspects of facilitation and how you did it.

Facilitator RoleFacilitator Role

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

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

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Collaborative Inquiry ContinuumCollaborative Inquiry Continuum

When meeting as a learning team, our work together is facilitated…

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HANDOUT 2HANDOUT 2


Complementary RolesComplementary Roles

Think:Think: How do facilitators/ informal leaders and formal leaders support each other in their roles?

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Informal and Formal LeadersInformal and Formal LeadersInformal• Instructional leadership

• Set direction• Roles are a function of

relationships, influence and activities

• Lead, participate and share – activity-based and expertise driven

• Organize, manage, design and build collaborative processes and communities

Formal• Operational and instructional

leadership• Articulate vision• Role of authority

• Support teachers in learning – advocacy, time and resources, delegate, distribute power

• Create conditions for collaboration

23

Katz, Earl, Jaafar (2009). Building and Connecting Learning Communities, p.61


Leadership and Student LearningLeadership and Student Learning

Most-effective leadership dimension: Most-effective leadership dimension: promoting and participating in teacher promoting and participating in teacher learning and developmentlearning and development

Vivian Robinson, 2007, School Leadership and Student Outcomes: Identifying What Works and Why in Earl and Katz, Creating a Culture of Inquiry in Blankstein, 2010: Data Enhanced Leadership

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After teaching, the second most influential factor on student After teaching, the second most influential factor on student learning is leadership (shared; formal and informal).learning is leadership (shared; formal and informal).


A Professional Learning Cycle

2525HANDOUT 3HANDOUT 3


Collaborative InquiryCollaborative Inquiry

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… 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.


Professional Learning Cycle

For each unit/module:PLANPLAN• examine student data and work to identify

areas of need• determine/access professional learning in order

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

ACT/OBSERVEACT/OBSERVE• implement, adjust, engage in professional

learning, share practiceREFLECTREFLECT• examine student data and work to determine

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

STUDENT LEARNING

EDUCATOR LEARNING


DepthDepth

School(SIP)

Classroom(planning for teaching and learning)

collaborative inquiry – professional learning cycle

DA

TA

/ E

VID

EN

CE

-BA

SE

D

DA

TA

/ E

VID

EN

CE

-BA

SE

D

Board(BIP)

AL

IGN

ED

AL

IGN

ED


ExampleExample

School(SIP)

Classroom(planning for teaching and learning)

Professional Learning Cycle(collaborative inquiry)

Board(BIP)

Literacy: Writing

Literacy: Writing

Gr. 9 & 10 Applied/Open

Literacy: Writing

Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart)


PLAN

3030

Student learning Student learning need focuses need focuses educator educator learninglearning


PLAN

Evidence:- Assignment completion; - E, G, S, Ns for ‘independent

work’ learning skill; - Attendance

Need:increased student engagement

In the CHAT Pod, CHAT Pod, please list:1. one or more examples of data/evidence your team could

examine to determine a student learning need2. the identified student need

EXAMPLE:


PLAN - Debrief

1. Read through the examples 2. What similarities and differences do you

notice? 3. Questions? (Raise your hand)

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Precise Focus on Student Learning NeedsPrecise Focus on Student Learning Needs (Closing the Gap)(Closing the Gap)

For each unit/module consider: • specific groups of students (e.g., in the 40-59%

range, disengaged and underachieving OROR• 4 or 5 students with varied needs

STUDENT LEARNING

TEACHER LEARNING

• Who are they?• Why does each group/student typically achieve

in this range?• How can these needs be addressed in the

upcoming unit/module?• How do these needs relate to the needs of

others in the class?• How can instruction be differentiated to reach

all learners?


Data Set TopicsData Set Topics

Select a data set to examine:Data Set 1: Career StudiesData Set 2: Cross-curricular - Reading ReadinessData Set 3: Math - Solving Linear EquationsData Set 4: Cooperative Education - Reflection

HANDOUT 3HANDOUT 3


Data SetsData Sets

Based on the data/evidence:• Identify an area of student

need• Determine a focus for

educator learning• What evidence would

indicate that the need has been addressed?

• Note your responses in the Chat Pod for that Data Set.

HANDOUT 3HANDOUT 3



When meeting as a learning team, our work together…

36

HANDOUT 2HANDOUT 2


ACT

37

Implementing Implementing strategies to meet strategies to meet student needsstudent needs


Are Canadian Youth Engaged at School?• Although many students are engaged at

school, overall levels of social and academic engagement are quite low.

• Levels of intellectual engagement – which tap into students’ sense of interest, feelings about the relevance of school work, and motivation to do well in class – are significantly lower than levels of social and academic engagement.

38

http://www.cea-ace.ca/res.cfm?subsection=wdy

38

• Levels of student engagement decline steadily throughout the middle and secondary school grades.


A Focus on InstructionA Focus on Instruction

Motivation Motivation high effect size high effect sizeJohn Hattie (2008), Visible Learning, p.240

… motivation is highest when students are competent, have sufficient autonomy, set worthwhile goals, get feedback, and are affirmed by others.

Hattie, Visible Learning, p.48

3939


A Focus on InstructionA Focus on InstructionTeachers are among the most powerful influences in learning…. John Hattie (2008), Visible Learning, p.240

… teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships … are more likely to have above average effects on student achievement. Hattie, Visible Learning, p.126

4040

SS/L-18ITEB 2010 The Professional Learning Cycle 4141SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy

A Focus on InstructionA Focus on Instruction


ACT – Four Corners1. What is the role of formal and

informal leaders in the ACT phase?

2. How might the ACT phase look different for different team members?

3. What logistical challenges do you foresee and how might these be overcome?

4. Identify ways to assist or support teachers as they adjust their instruction based on what they learn about their students.

42


ACT – Four Corners• Select a question to

discuss as a team or to think about as an individual.

• Raise your hand if you would like to share a point with the large group.

ACT – Four Corners




44

HANDOUT 2HANDOUT 2


OBSERVE

45

Sharing Sharing instructional instructional practice to practice to monitor student monitor student learning and learning and enhance educator enhance educator learninglearning

45


Student WorkStudent Work“One of the most powerful ways to ensure that any (learning team) stays focused – whether within or across schools – is by making sure that it is anchored by actual student work.” p. 76

“Having actual student work is at the center of the collaborative inquiry exercise. It creates the opportunity for evidence-driven, focused professional learning conversations.” p. 76

Katz, Earl, Jaafar, 2009 (Corwin)

OBSERVE: E-Group ScenariosOBSERVE: E-Group Scenarios

1. Select a scenario in which you are interested or have had previous experience.

2. Note your response/thoughts to the question in the chat pod for that Scenario.

3. Raise your hand if you would like to share with the whole group.

47SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy

HANDOUT 4HANDOUT 4




48

HANDOUT 2HANDOUT 2


REFLECT

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Examining evidence Examining evidence to reflect on to reflect on student and student and educator learningeducator learning


Reflect

Key Questions for ReflectionKey Questions for Reflection• How might you assist your learning team in

determining whether the strategies they have used have made a difference?

• How will you help members of your learning team determine what they have learned and, based on student learning needs, their next steps for professional learning?

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51

HANDOUT 2HANDOUT 2



Action Facilitation





Consolidation Consolidation

ReflectionReflection• Think about something that has resonated

for you or that is particularly relevant for your board team.

• Raise your hand if you would like to share with the large group.

Next StepsNext Steps• Meet as a team to review the session and

plan next steps.


[email protected]@[email protected]@[email protected] (manager)

Thank you.

ss/l-18iteb 2010 the professional learning cycle 11 facilitating learning teams using the...

Documents

professional learning

culture of learning

student learning needs

facilitating learning

student engagement

standards handout

instructional practice

plan data sets handout