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Student Success 2011 Summer Program NAME OF YOUR MODULE HERE PUT TITLE HERE Student Success 2011 Summer Program Facilitating Learning Teams using a Professional Learning Cycle

Knowing the Learner Your role Your experience facilitating a team through the Professional Learning Cycle process The type of team(s) you have facilitated Group Profile In order to create a group profile, please visit each chart paper and use a Sticky dots/markers to indicate:

Provincial Context: Core Priorities • High Levels of Student Achievement • Reducing the Gaps in Student Achievement • Increased Public Confidence in Our Publicly Funded Schools

School EffectivenessFramework

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

Supporting the Instructional Core Leading Learning – Leadership 6

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

Pyramid of Preventions andInterventions Re-entry to School Program Change ALL SOME FEW In-School Interventions (e.g. Credit Recovery) In-Class Interventions (e.g. Credit Rescue) In-School & In-Class Preventions (e.g. Transitions, Differentiated Instruction)

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

PROGRAMS Specialist High Skills Major Dual Credits Expanded Cooperative Education Ontario Skills Passport Board Specific Programs LEADERSHIP DEVELOPMENT Student Success Leaders Student Success Teachers Student Success School and Cross Panel Teams EFFECTIVE INSTRUCTION Differentiated Instruction Math GAINS Literacy GAINS Professional Learning Cycle Student Voice School Effectiveness Framework INTERVENTIONS Credit Rescue / Recovery Transitions Supports/Taking Stock Children and Youth in Care Re-engagement 12 12+Strategy Supervised Alternative Learning School Support Initiative Student Success Grades 7-12 Key Elements

Agenda Day 2 Minds On • Three Heads • Facilitation – Guided Viewing Action • Facilitating the Professional Learning Cycle • OBSERVE • REFLECT Consolidation • Problem-Solving • Reflection and Next Steps Day 1 Minds On • Group Profile (Wall Chart) • Agenda, Purpose, Learning Goals and Context • Walk About • Opportunities and Challenges Action • Facilitation Skills and Knowledge Base • Facilitating the Professional Learning Cycle • PLAN • ACT Consolidation • Making Connections 11

Session Purpose Build the capacity of educators to: • facilitate learning teams using a professional learning cycle Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 12

Learning Goals for the Session In this session we are learning to: use facilitation knowledge and skills and instructional strategies with educator learning teams engage learning team members in each phase of the Professional Learning Cycle sharpen the inquiry focus of learning teams on identifying and addressing student learning needs Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 13

Session Materials • Table Profile: 1/Table Group • PowerPoint slide summary • Handout 1: Walk-About • Handout 2: Professional Learning Cycle • Handout 3: Collaborative Inquiry Continuum • Handout 4: Facilitation Skills and Knowledge Base • Handout 5: Strategy Bank • Handout 6: Learning Cycle Notes Organizer • Handout 7: Facilitation Mind Map • Handout 8: Plan - Data Sets • Handout 9: Placemat • Handout 10: Act-Scenarios • Handout 11: Guided Viewing-Facilitation (Option B only) • Handout 12: Guided Viewing-Observe • Handout 13: Guided Viewing-Reflect

TableProfile Create a profile of your table group that includes: (NOW) • Your role • A summer highlight • A strong professional Interest (LATER) • Facilitation preference • Learning preference

Walkabout • Examine the questions • Find someone in the large group or at your table who knows the answer to a question. Note the answer and the person’s name, role and place of work. • Find someone who can answer another question. Record as above. • Continue until all questions are answered. Handout 1

Facilitator Preferences Think about your experience as a facilitator and select the option that best describes you as a facilitator: Mr. Happy The Librarian Einstein Teddy Bear The Worrier Table groups note their facilitator preferences on their Table Profile. SS/L-18ITEB 2010 The Professional Learning Cycle 17

A Professional Learning Cycle Handout 2 18 18

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.

The knowledge we need to solve problems [in schools] often doesn’t reside close at hand; it has to be found through active inquiry and analysis. Richard Elmore (2000). Building a new structure for school leadership, p.13

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

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, 2nd Edition, p.24 22

Just as the classroom teacher influences student learning more than any other variable does, the skill of the facilitator is central to the success of the learning team. Source? Katz, Earl and Jaafar?

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

Collaborative Inquiry Continuum When meeting as a learning team … HANDOUT 3 25

Professional Learning Cycle VideoIntroduction Voices: • Teachers • School principals • Student success leaders Viewing Focus: • opportunities • areas of challenge

‘Post it’ Profile On the ‘I like best’ board, post a note that tells the group what you like best about facilitating a learning team On the ‘Challenge’ board, post a note that identifies an aspect of facilitating that you find to be a challenge

Learning Preferences

Preference Corners • Go to the ‘preference’ that is most like you. • Form like-preference groups of 4 or 5 • Share with each other why you chose that particular corner. • As a group, be prepared to share one or more reasons with the larger group.

Why a facilitator? What does a facilitator do to maximize the value of meeting and learning time? • Individually, note several ideas on sticky notes (1 idea/sticky) • As a like-preference group, sort the ideas into key themes or categories or responsibilities. • Prepare to share two or three categories with the large group.

Facilitation Inquiry Select a topic of interest from Handout 4 - Facilitation skills and Knowledge Base : A. Approaches C. Skills B. Standards D. Ways of working Regroup by topic in Interest Groups of 4 or 5. (e.g., As, Bs, etc.) Read and discuss key points - sharing connections to personal experiences. Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 32

Facilitation Inquiry Interest Groups • Summarize and share key points related to your topic – providing examples or demonstrations to clarify. • Consider the VARK preferences of your group members when determining ‘presentation’ roles. • Present your topic to the whole group

Table Profile - Update Table Groups • Add learning preferences to Table Profiles and discuss implications for your work together.

Instructional Strategy Check • What instructional strategies were used to: • Establish and positive and inclusive learning environment • Connect to prior learning/experience • How was instruction differentiated? • Note strategies on Strategy Bank handout. Handout 5

A Professional Learning Cycle HANDOUT 2 37 37

Using Facilitation Knowledge and Skills Identify a facilitator from the table group for the PLAN, Part A activities. The facilitator: • Reviews ways of working together and helps the table group select and understand one agreement or capability to follow and monitor during the session • Reviews “Standard” #3 with the table group and helps the group maintain the standard throughout the activity • Facilitates the group’s work through the PLAN activities. Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 38

PLAN Student learning need focuses educator learning 39 39

Clear Learning Focus “Having … (a) clear and defensible learning focus for students and staff is necessary for the kind of professional learning that is the precursor to changes in practice, and ultimately, to changes in student achievement.” Steven Katz, GTA PNC Capacity Building Project: p.6

Professional Learning Cycle Notes Organizer Use as needed to note thoughts and ideas related to the Professional Learning Cycle process. Handout 6

PLAN Video – Part A Before viewing: Read the PLAN description on your LearningCycle Notes Organizer

Collaborative Inquiry Continuum Before viewing: examine the PLAN section of the Collaborative Inquiry continuum. HANDOUT 3 43

Guided Viewing: PLAN (Part A) View and: • Note the sources of data used in the video and how they were helpful in identifying the learning needs of students Discuss as a group.

Narrowing the Focus - Needs • Which statements are examples of focused learning needs? What do the ‘yes’ examples have in common?

Student Needs - Example

Narrowing the Focus Table Groups Individually, think of a team that you have /will be working with and: • Identify sources of data/evidence that this team could examine to determine a student learning need. • Indicate the student need(s) to which the evidence/data might point.

Narrowing the Focus Table Groups • Refine student needs as required • Share with your table group. • As a table group, select one or two examples to share with the large group.

Facilitation Debrief To what extent (rarely – sometimes – most of the time) was the group able to demonstrate the following throughout the activity: The agreement or capability selected by the table group Standard #3: balanced participation What facilitation suggestions do you have to help learning teams understand and demonstrate the agreements/capabilities? Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program 49

Data Set Learning Centres Select a Learning Centre based on the data set of interest: Data Set 1: Career Studies – Career Exploration Data Set 2: Cross-curricular - Reading Readiness Data Set 3: Math - Solving Linear Equations Data Set 4: Visual Arts- Artist’s Statement HANDOUT 8

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