Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process (PL Cycle DVD Required)

Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process(PL Cycle DVD Required) Adobe Connect for Facilitators of Learning Teams January, 2012 To access the teleconference please call: Local: 416-212-8013 Toll-free:1-866-633-1033 Conference ID: 3863204 Student Success/Learning to 18 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 1

Poll I have facilitated learning teams using a Professional Learning Cycle: • not yet • as a shared responsibility with others • a few times • many times My experience with the PL Cycle DVD and Facilitator’s Guide is best described as • I am developing awareness • I have used one or two clips/activities with teams • I have used several clips/activities with teams • I regularly use clips /activities and integrate with other materials SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Session Materials Slide Summary Professional Learning Cycle DVD, 2011 Facilitator’s Guide Handout 1: Learning Team Agreements on Ways of Working Together Handout 2: Challenges of Practice Handout 3: Questioning Quotes/Activity Handout 4: Questioning Scenarios Handout 5: Leading Deep Conversations … Handout 6: Question Bank SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Agenda Minds On Poll Welcome and Introductions Purpose and Context PL Cycle DVD and Facilitator’s Guide Action Facilitation (video) Collaborative Inquiry Continuum Challenges of Practice Questioning for Critical Analysis /Scenarios Consolidation Leading Deep Conversations … Voices from the Field Reflection and Next Steps SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 4

Session Learning Goals We are learning to: • Develop/refine facilitation knowledge and skills • Use a collaborative inquiry process to focus professional learning on the learning needs of students • Understand the conditions that support learning teams in their use of collaborative inquiry SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 5

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) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 6

Introductions • Name of Board, SSL and Key Communicator • Type and size of team SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

What is 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. SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 8

COLLABORATIVE INQUIRY Driven by Student Needs Professional Learning Cycle • Teaching-Learning Critical Pathway • Action Research • CILM SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Professional Learning Cycle PLAN examine student data and work to identify areas of need and ways to address them determine/access professional learning in order to address areas of student need and to differentiate to reach all ACT Implement and adjust instruction; engage in professional learning, share practice OBSERVE share instructional practice to monitor impact on student learning and engagement REFLECT examine student data and work to determine impact, lessons learned, next steps for student and educator learning • STUDENT LEARNING • EDUCATOR LEARNING SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

School Effectiveness Framework http://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

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 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

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 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

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 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitator Role The facilitator . . . • leads the processes used in a meeting, • choreographs the energy within the group, • maintains a focus on one topic and one process at a time. Adapted from: Garmston and Wellman, The Adaptive School, p.27 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

The Four Hats of Shared Leadership FACILITATOR PRESENTER COACH CONSULTANT SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Caution Many of us who are teachers or trainers have developed a real habit of intervention. We have been trained to correct, amplify or amend what has been said. J. Nelson (2001).The Art of Focused Conversation for Schools. p.45 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Professional Learning Cycle Resources SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Professional Learning Cycle ResourcesDVD and Facilitator’s Guide DI: Readiness Considering the experiences of your group, select one of the options below or form sub-groups and select as appropriate. Options • Familiarization with the DVD and Guide (Jigsaw) • Discussion: • Which segments/activities have been or could be used with which groups in your board? • What refinements might be considered to adapt to your board context? SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

A: Jigsaw/Discussion SECTIONS • Introduction, Conclusion, Credits PROFESSIONAL LEARNING CYCLE SEGMENTS • Plan • Act • Observe • Reflect SUPPORTING IMPLEMENTATION SEGMENTS • Building Capacity • Leadership • Facilitation Jigsaw • Examine one of the 8 sections • Note how it is organized • Share an aspect of interest with your team Discussion • Select one or more of the 8 sections as a basis for your contribution to the discussion SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitation (1) • Determine roles: (1) facilitator and (2) timer • Facilitator: • Focuses group on topic and process • Timer: • Manages times so that all can contribute SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Type A – Take Five Take five minutes for your team to: • Clarify the activity • Consider in terms of local context • Note points for future discussion SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Professional Learning Cycle Resources Other Resources Available Learning Modules (including slide presentations, handouts and facilitator guides) for administrators and facilitators www.edugains.ca SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Supporting Implementation - Context SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Supporting Implementation: Facilitation DI: Learner Preference During Viewing: Viewing Option A Think/Pair/Share ‘Thinking Routine’ What did you see? What do you think? What do you wonder? • Note ideas and questions to share with your team Viewing Option B Think/Pair/Share ‘Gap Analysis’ • Note conditions and skills for effective facilitation • Considering your experiences, add to or prioritize the list SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitation (2) • Determine roles: (1) facilitator (2) timer and (3) recorder Facilitator: • Focuses group on topic and process Timer: • Manages times so that all can contribute Recorder: • Notes group responses SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Effective Facilitation Facilitating collaborative inquiry: • Decide who decides • Define the sandbox/sphere of influence • Prepare the learning /meeting space • Develop agreements for ways of working together (Handout #1) Adapted from: The Adaptive School, Garmston and Wellman (2009, 2nd edition) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Agreements – Ways of Working Together Handout #1 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Collaborative Inquiry Continuum Supporting Conditions Poll: Which condition is most in place for a learning team with which you work? Which condition needs to be strengthened? SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 31

Use of Data/Evidence Unfortunately , the pervasive belief that data can give precise, objective and unassailable information about educational activity is deceptively simple and appealing. SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Using data is a human activity that requires not only capturing and organizing ideas, but also turning the information into meaningful actions. Senge et al, 1999 Inquiry-based conversations are pivotal to creating the shared meanings that form the basis of these actions. . SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Challenge of Practice “For the most part, PLC members were not engaging in critical reflection necessary to assess existing theories and develop innovative solutions. This is a necessary step before real changes in classroom practice can be made.” (McCormick as cited in Katz, 2010. What are We Learning About Supporting Professional Learning Communities? p. 19) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Challenges of Practice (Handout #2) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Challenges of Practice Individuals/Pairs: • Read/scan: • the Challenges of Practice • the quotes from one of the 4 areas of research • What connections can you make between your reading and your experiences as a facilitator or learning team member? • Share a connection with the board team Board team: • note connections and questions DI: Interest SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitation (3) • Determine roles: (1) facilitator (2) timer and (3) Recorder Facilitator: • Focuses group on topic and process Timer: • Manages times so that all can contribute Recorder: • Notes connections and questions raised by board team members SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitation Skill: Questioning What matters most is that the role (of the facilitator) is intentional and that it is focused on interrupting the default or status quo. Facilitation must interrupt that avoidance tendency by showing us that discomfort isn’t an unfortunate by-product of new learning; its an essential prerequisite. Katz, 2010. What are We Learning About Supporting Professional Learning Communities? p.28 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitation Skill: Questioning Case Study Observation: The nature of the questions the facilitator asked changed as well. Instead of asking process questions, the facilitator … asked questions that prompted the members to analyse what they had just said or to challenge their work; in other words, (the facilitator) role transitioned to one of ‘interruption’. Katz, 2010. What are We Learning About Supporting Professional Learning Communities? p.27 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitation Skill: Questioning There is great potential for these questions to shift a conversation from simply sharing stories of practice to questioning the reasons for impacts of instructional actions and using classroom-based data to respond to those questions. (Nelson et al, Leading Deep Conversations in Collaborative Inquiry Groups, 2010, p.177) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitation Process (4) Process – Narrowing the Focus • Brainstorm as a board team • Clarify questions as needed • Advocate for questions to be shared with full adobe • Survey/canvas for agreement/preferences Adapted from: The Adaptive School, Garmston and Wellman (2009, 2nd edition) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Questioning Scenarios Handout #4 DI – Interest; Readiness Board Team • Select and read a scenario of interest. • Considering this scenario or a similar one relating to experiences/ board context: • Brainstorm questions that a facilitator could ask to help the learning team adjust instructional practice to meet the learning needs of students • Clarify as needed – indicating anticipated result of questions • Decide on 1 or 2 questions to share with the adobe group • Note question(s) and desired result in CHAT POD SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Four Scenarios (Handout 4) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

A Balance of Questions Questions should facilitate critical analysis of : • instructional practice • student work • the collaborative inquiry process and ways the team is working together SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Facilitation (4) • Determine roles: (1) facilitator (2) timer and (3) recorder Facilitator: • Focuses group on topic and process Timer: • Manages times so that all can contribute Recorder: • Notes questions generated by board team • Records question(s) and desired result in CHAT POD SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Chat Pod Question(s) …… and Desired Response(s) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Leading Deep Conversations… • Article • Question Bank Handout #5 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process (PL Cycle DVD Required)