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Facilitating Learning Teams using the Professional Learning Cycle

Facilitating Learning Teams using the Professional Learning Cycle. Adobe Connect for Board Teams of Learning Team Facilitators January, 2011. Student Success/Learning to 18. 1. Session Materials. PowerPoint slide summary Handout 1: Facilitation Approaches and Standards

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Facilitating Learning Teams using the Professional Learning Cycle

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  1. Facilitating Learning Teams using the 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 1

  2. Session Materials PowerPoint slide summary Handout 1: Facilitation Approaches and Standards Handout 2: A Professional Learning Cycle Handout 3: Plan - Data Sets Handout 4: Observe - Shared Practice Scenarios Handout 5: Collaborative Inquiry Continuum See confirmation email or http://community.elearningontario.ca/index-en.asp SS/L-18ITEB 2010 The Professional Learning Cycle

  3. Poll never as a shared responsibility with others a few times many times I have facilitated learning teams using a Professional Learning Cycle: SS/L-18ITEB 2010 The Professional Learning Cycle 3

  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 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

  6. Agenda 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 6

  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 SS/L-18ITEB 2010 The Professional Learning Cycle 7

  8. E-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) SS/L-18ITEB 2010 The Professional Learning Cycle 8

  9. Introductions SS/L-18ITEB 2010 The Professional Learning Cycle

  10. 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 10

  11. StudentSuccess/Learning to 18 Focusing on theCore Priorities, Grades 7-12 Programs (e.g., SHSM) Interventions (e.g., Credit Recovery) Effective Instruction (i.e., DI Professional Learning Strategy) ALL SOME Necessary for some; good for all SS/L-18ITEB 2010 The Professional Learning Cycle 11

  12. School Effectiveness Framework SS/L-18ITEB 2010 The Professional Learning Cycle

  13. School 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 Teams 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. 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 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

  16. Agenda 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 16

  17. Knowing the Learner POLL • Think about your experience as a facilitator and select the option that best describes you as a facilitator: Mickey Mouse The Librarian Einstein Elmo Eeyore SS/L-18ITEB 2010 The Professional Learning Cycle

  18. Facilitation Approaches and Standards • Read A and B: • Approaches – Instructional and Facilitative • Standards HANDOUT 1 SS/L-18ITEB 2010 The Professional Learning Cycle

  19. Facilitation Approaches and Standards:Board Groups Raise your hand when you are ready to share a comment or example. • For either A. ApproachesorB. Standards, think about examples of when you have attended (might attend) to one of these aspects of facilitation and how you did it. 19

  20. Facilitator 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

  21. Collaborative Inquiry Continuum When meeting as a learning team, our work together is facilitated… HANDOUT 2 SS/L-18ITEB 2010 The Professional Learning Cycle 21

  22. Complementary Roles Think:How do facilitators/ informal leaders and formal leaders support each other in their roles? SS/L-18ITEB 2010 The Professional Learning Cycle 22

  23. Informal and Formal Leaders Informal 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 • 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 Katz, Earl, Jaafar (2009). Building and Connecting Learning Communities, p.61 SS/L-18ITEB 2010 The Professional Learning Cycle 23

  24. Leadership and Student Learning After teaching, the second most influential factor on student learning is leadership (shared; formal and informal). Most-effective leadership dimension:  promoting and participating in teacher learning 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 SS/L-18ITEB 2010 The Professional Learning Cycle 24

  25. A Professional Learning Cycle HANDOUT 3 SS/L-18ITEB 2010 The Professional Learning Cycle 25 25

  26. Collaborative Inquiry … 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 26

  27. Professional Learning Cycle For each unit/module: PLAN 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/OBSERVE implement, adjust, engage in professional learning, share practice REFLECT 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. Depth Board (BIP) School (SIP) DATA / EVIDENCE-BASED ALIGNED Classroom (planning for teaching and learning) collaborative inquiry – professional learning cycle SS/L-18ITEB 2010 The Professional Learning Cycle

  29. Example Literacy: Writing Board (BIP) Literacy: Writing Gr. 9 & 10 Applied/Open School (SIP) Literacy: Writing Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart) Classroom (planning for teaching and learning) Professional Learning Cycle (collaborative inquiry) SS/L-18ITEB 2010 The Professional Learning Cycle

  30. PLAN Student learning need focuses educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 30 30

  31. PLAN In the CHAT Pod, please list: one or more examples of data/evidence your team could examine to determine a student learning need the identified student need EXAMPLE: SS/L-18ITEB 2010 The Professional Learning Cycle

  32. PLAN- Debrief Read through the examples What similarities and differences do you notice? Questions? (Raise your hand) SS/L-18ITEB 2010 The Professional Learning Cycle 32

  33. Precise Focus on Student Learning Needs(Closing the Gap) For each unit/module consider: specific groups of students (e.g., in the 40-59% range, disengaged and underachieving OR 4 or 5 students with varied needs • 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? • Howcan instruction be differentiated to reach all learners? • STUDENT LEARNING • TEACHER LEARNING SS/L-18ITEB 2010 The Professional Learning Cycle

  34. Data Set Topics Select a data set to examine: Data Set 1: Career Studies Data Set 2: Cross-curricular - Reading Readiness Data Set 3: Math - Solving Linear Equations Data Set 4: Cooperative Education - Reflection HANDOUT 3 SS/L-18ITEB 2010 The Professional Learning Cycle

  35. Data 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 3 SS/L-18ITEB 2010 The Professional Learning Cycle

  36. Collaborative Inquiry Continuum When meeting as a learning team, our work together… HANDOUT 2 SS/L-18ITEB 2010 The Professional Learning Cycle 36

  37. ACT Implementing strategies to meet student needs SS/L-18ITEB 2010 The Professional Learning Cycle 37

  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. • Levels of student engagement decline steadily throughout the middle and secondary school grades. http://www.cea-ace.ca/res.cfm?subsection=wdy SS/L-18ITEB 2010 The Professional Learning Cycle 38 38

  39. A Focus on Instruction Motivation  high effect size John 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 SS/L-18ITEB 2010 The Professional Learning Cycle 39 39 39

  40. A Focus on Instruction Teachers 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 SS/L-18ITEB 2010 The Professional Learning Cycle 40 40 40

  41. A Focus on Instruction SS/L-18ITEB 2010 The Professional Learning Cycle SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy 41

  42. ACT – Four Corners • What is the role of formal and informal leaders in the ACT phase? • How might the ACT phase look different for different team members? • What logistical challenges do you foresee and how might these be overcome? • Identify ways to assist or support teachers as they adjust their instruction based on what they learn about their students. SS/L-18ITEB 2010 The Professional Learning Cycle 42

  43. ACT – Four Corners 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. SS/L-18ITEB 2010 The Professional Learning Cycle

  44. Collaborative Inquiry Continuum When meeting as a learning team, our work together… HANDOUT 2 SS/L-18ITEB 2010 The Professional Learning Cycle 44

  45. OBSERVE Sharing instructional practice to monitor student learning and enhance educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 45 45

  46. Student 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) SS/L-18ITEB 2010 The Professional Learning Cycle

  47. Select a scenario in which you are interested or have had previous experience. Note your response/thoughts to the question in the chat pod for that Scenario. Raise your hand if you would like to share with the whole group. OBSERVE: E-Group Scenarios HANDOUT 4 SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy

  48. Collaborative Inquiry Continuum When meeting as a learning team, our work together… HANDOUT 2 SS/L-18ITEB 2010 The Professional Learning Cycle 48

  49. REFLECT Examining evidence to reflect on student and educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 49

  50. Reflect Key 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? SS/L-18ITEB 2010 The Professional Learning Cycle 50

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