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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
SS/L-18ITEB 2010 The Professional Learning Cycle 2
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
SS/L-18ITEB 2010 The Professional Learning Cycle 3
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:
SS/L-18ITEB 2010 The Professional Learning Cycle 4
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.
SS/L-18ITEB 2010 The Professional Learning Cycle 5
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.
SS/L-18ITEB 2010 The Professional Learning Cycle 66
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
SS/L-18ITEB 2010 The Professional Learning Cycle 7
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
SS/L-18ITEB 2010 The Professional Learning Cycle 8
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
SS/L-18ITEB 2010 The Professional Learning Cycle 1010
Provincial Context: Core Priorities
High Levels of Student Achievement
Reducing the Gaps in Student Achievement
Increased Public Confidence in Our Publicly Funded Schools
SS/L-18ITEB 2010 The Professional Learning Cycle 11
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
11
SS/L-18ITEB 2010 The Professional Learning Cycle 12
School Effectiveness FrameworkSchool Effectiveness Framework
SS/L-18ITEB 2010 The Professional Learning Cycle 13
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
SS/L-18ITEB 2010 The Professional Learning Cycle 14
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
SS/L-18ITEB 2010 The Professional Learning Cycle 15
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
SS/L-18ITEB 2010 The Professional Learning Cycle 1616
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
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
SS/L-18ITEB 2010 The Professional Learning Cycle 18
HANDOUT 1HANDOUT 1Read A and B:A. Approaches – Instructional and FacilitativeB. Standards
19
Facilitation Approaches and Standards:Board Groups
2. Raise your hand when you are ready to share a comment or example.
19
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
20
SS/L-18ITEB 2010 The Professional Learning Cycle 21
Collaborative Inquiry ContinuumCollaborative Inquiry Continuum
When meeting as a learning team, our work together is facilitated…
21
HANDOUT 2HANDOUT 2
SS/L-18ITEB 2010 The Professional Learning Cycle 22
Complementary RolesComplementary Roles
Think:Think: How do facilitators/ informal leaders and formal leaders support each other in their roles?
22
SS/L-18ITEB 2010 The Professional Learning Cycle 23
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
SS/L-18ITEB 2010 The Professional Learning Cycle 24
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
24
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).
SS/L-18ITEB 2010 The Professional Learning Cycle 25
A Professional Learning Cycle
2525HANDOUT 3HANDOUT 3
SS/L-18ITEB 2010 The Professional Learning Cycle 26
Collaborative InquiryCollaborative Inquiry
26
… 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.
SS/L-18ITEB 2010 The Professional Learning Cycle 27
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
SS/L-18ITEB 2010 The Professional Learning Cycle 28
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
SS/L-18ITEB 2010 The Professional Learning Cycle 29
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)
SS/L-18ITEB 2010 The Professional Learning Cycle 30
PLAN
3030
Student learning Student learning need focuses need focuses educator educator learninglearning
SS/L-18ITEB 2010 The Professional Learning Cycle 31
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:
SS/L-18ITEB 2010 The Professional Learning Cycle 32
PLAN - Debrief
1. Read through the examples 2. What similarities and differences do you
notice? 3. Questions? (Raise your hand)
32
SS/L-18ITEB 2010 The Professional Learning Cycle 33
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?
SS/L-18ITEB 2010 The Professional Learning Cycle 34
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
SS/L-18ITEB 2010 The Professional Learning Cycle 35
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
SS/L-18ITEB 2010 The Professional Learning Cycle 36
Collaborative Inquiry ContinuumCollaborative Inquiry Continuum
When meeting as a learning team, our work together…
36
HANDOUT 2HANDOUT 2
SS/L-18ITEB 2010 The Professional Learning Cycle 37
ACT
37
Implementing Implementing strategies to meet strategies to meet student needsstudent needs
SS/L-18ITEB 2010 The Professional Learning Cycle 38
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.
SS/L-18ITEB 2010 The Professional Learning Cycle 3939
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
SS/L-18ITEB 2010 The Professional Learning Cycle 4040
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
SS/L-18ITEB 2010 The Professional Learning Cycle 42
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
SS/L-18ITEB 2010 The Professional Learning Cycle 43
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
SS/L-18ITEB 2010 The Professional Learning Cycle 44
Collaborative Inquiry ContinuumCollaborative Inquiry Continuum
When meeting as a learning team, our work together…
44
HANDOUT 2HANDOUT 2
SS/L-18ITEB 2010 The Professional Learning Cycle 45
OBSERVE
45
Sharing Sharing instructional instructional practice to practice to monitor student monitor student learning and learning and enhance educator enhance educator learninglearning
45
SS/L-18ITEB 2010 The Professional Learning Cycle 46
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
SS/L-18ITEB 2010 The Professional Learning Cycle 48
Collaborative Inquiry ContinuumCollaborative Inquiry Continuum
When meeting as a learning team, our work together…
48
HANDOUT 2HANDOUT 2
SS/L-18ITEB 2010 The Professional Learning Cycle 49
REFLECT
49
Examining evidence Examining evidence to reflect on to reflect on student and student and educator learningeducator learning
SS/L-18ITEB 2010 The Professional Learning Cycle 50
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?
50
SS/L-18ITEB 2010 The Professional Learning Cycle 51
Collaborative Inquiry ContinuumCollaborative Inquiry Continuum
When meeting as a learning team, our work together…
51
HANDOUT 2HANDOUT 2
SS/L-18ITEB 2010 The Professional Learning Cycle 5252
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
SS/L-18ITEB 2010 The Professional Learning Cycle 5353
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.
SS/L-18ITEB 2010 The Professional Learning Cycle 5454
[email protected]@[email protected]@[email protected] (manager)
Thank you.