Developing a collaborative, INQUIRING profession focused on equity & Quality

1. Developing a collaborative, INQUIRINGprofession focused on equity & Quality Judy Halbert and Linda Kaserwww.noii.ca

2. Perspectives, Context & Intentions Lawren Harris

3. Transforming the System FromSorting- for some ToLearning- for ALL

4. Sorting to Learning

5. 1. GROWTH MINDSET

6. Fixed or Growth ?? Intelligence is something you have or don’t have. • Avoids challenges • Gives up easily • Sees effort as a waste of time • Ignores feedback • Feels threatened by the success of others

7. Fixed or Growth?? Intelligence can be developed. • Embraces challenges • Keeps going when things get difficult • Sees effort as the path to mastery • Learns from feedback • Takes inspiration from the success of others

8. 2. GOALS

9. HARDGoals Heartfelt Animated Required Difficult

10. ALL learners leaving our schools MORE curious than when they arrive

11. Every learner crossing the stage with dignity, purpose and options

12. ALL learners with an understanding of and respect for Aboriginal perspectives Susan Point

13. 3. GRIT

14. GRIT: EFFORT +PERSEVERANCE • Perseverance • Curiosity • Conscientiousness • Optimism • Self-control

16. 4. GROUNDED

17. Evidence Informed

18. WHAT IF LEARNING ENVIRONMENTS were designed around the needs of the learners?

19. Evidence Informed • Learning and learners at the centre • Social nature of learning - cooperative learning • Motivation and emotions integral to learning • Recognizing individual differences • Stretching all students • Assessment for learning • Building horizontal connections

20. International Learning Labs 2013-2015

21. 5. GRIND AND GROUP

22. Teaching is a Team Endeavour Personal and Collective Bests

23. Networks of Inquiry and Innovation www.noii.ca Schools up to 50% of BC schools Teachers & Support Staff 3000+ District & School Leaders 600 Network Leaders 100 Students100,000 Graduate Students350

24. Key Factors Stoll, Kaser & Halbert Clear purpose and shared focus Collaborative inquiry Trusting relationships Leadership Coherence Shared measures Persistence

25. Impact Study • Spaces for shared engagement and collaboration • Generative spaces for action and change • Spaces for deep, sustained learning Catherine McGregor, 2013

26. “As I grew in my understanding of inquiry, unknowingly I was bringing some of my colleagues along with me. …We were no longer evaluating methods as good or bad but instead we were wondering, tweaking, applying, revising, sharing and wondering some more.”

27. “Now that I have experienced the power of inquiry in working with my colleagues, I could never go back to my old ways.”

28. 6. GENERATE INQUIRY FRAMEWORKS

29. Why inquiry? Evidence from BC and beyond

30. 2004 to 2010 Goal: to achieve sustainable improvement in literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. Schools engaged with the project for two years.

31. Focus on Sustainability What happens when the project is over and the focused literacy support has ended? Two key findings Timperley and Parr http://literacyonline.tki.org.nz/

32. If teachers applied what they had learned in systematic ways then this appeared to be a sufficient threshold to support outcomes for new cohorts of students that were similar to gains in student achievement while participating in the LPDP.

33. Whereas, when schools engaged in an iterative inquiry, re-focusing on persistent issues of underachievement that still existed, investing in continued knowledge-building and establishing coherence of instructional practices across curriculum areas, they improved on their achievement gains over time.

34. 7. GENEROSITY You increase your influence by what you give away.

35. Collaboration for Equity and Quality • Growth Mindset • Goals • Grit • Grounded • Grind and Group • Generate Inquiry Frameworks • Generosity

37. Thank you Judy Halbert jhalbert@telus.net Linda Kaserlkaser@telus.net www.noii.ca Blog http://networksofinquiry.blogspot.ca