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Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process

Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process. Adobe Connect for Facilitators of Learning Teams January, 2013. Local:                 416-212-8013 Toll-free:                            1-866-633-1033 Conference ID:                  3863204(#)

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Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process

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  1. Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process Adobe Connect for Facilitators of Learning Teams January, 2013 Local:                 416-212-8013 Toll-free:                            1-866-633-1033 Conference ID:                  3863204(#) Adobe Connect Link:        http://conn-o.osapac.org/r2ph9a96jml Student Success/Learning to 18 Strategic Implementation, Innovation and Support Branch SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 1

  2. Minds On Please use the Chat Pod to post your thoughts on this question. How has teacher professional learning changed over the last several years? SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  3. Minds On Use the chat pod to note ways that teacher professional learning has changed over the last several years. SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  4. Professional Learning Cycle Resources SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  5. Professional Learning Cycle Resources Other Resources Available 2011 and 2012 Learning Modules for administrators and facilitators The modules include slide presentations, handouts and facilitator notes. www.edugains.ca SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  6. 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: 1. developing awareness 2. have used one or two clips/activities with teams 3. have used several clips/activities with teams 4. regularly use clips /activities and integrate with other materials I have facilitated learning teams using a Professional Learning Cycle: Teacher teams Principal teams School leader teams Board leader teams SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  7. Session Materials Slide Summary Professional Learning Cycle DVD, 2011 Facilitator’s Guide Handout 1: Complexity of Instruction Handout 2: Professional Learning Cycle (School Level) Handout 3: Professional Learning Cycle (Board Level) Handout 4: Artefact – School Leader Team learning log Handout 5: School-level Leadership practices Handout 6: System-level Leadership practices Handout 7: Challenges of Practice Handout 8: Name That Bias Handout 9: Give One Get One Handout 10: Collaborative Inquiry Continuum SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  8. Agenda Minds On Teacher Learning – Past and Present Poll Welcome and Introductions Purpose and Context Action Thinking About Learning at All Levels School leader learning Board leader learning Facilitating Learning at All Levels Barriers - Biases and Challenges Strategies Consolidation Reflection and Next Steps SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 8

  9. Session Learning Goals Board teams will build their capacity to understand andfacilitate collaborative inquiry at multi-levels (e.g., classroom, school and board) that: • engages learning teams in addressing the learning needs of students and educators    • identifies, investigates and addresses challenges of practice in responding to the learning needs of students and educators • uses evidence of learning and practice to determine the impact of work SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 9

  10. 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-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 10

  11. Introductions • Name of Board, SSL and Key Communicator • Type and size of team SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  12. 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. SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 12

  13. School Effectiveness Framework http://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  14. 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-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  15. COLLABORATIVE INQUIRY Driven by Student Learning Needs Professional Learning Cycle • Teaching-Learning Critical Pathway • Action Research • CILM SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  16. Professional Learning Cycle PLAN examine student data and work to identify areas of need and ways to address them determine/access professional learning that addresses educator needs to impact practice /differentiate to reach all students ACT Implement and adjust instruction; engage in professional learning, share practice OBSERVE share practice /student work to monitor impact on student learning needs; adjust instruction as needed REFLECT examine student data and work to determine impact, lessons learned, next steps for student and educator learning • STUDENT LEARNING • EDUCATOR LEARNING SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  17. Student need Teacher learning need Simply knowing the areas in which students are struggling is not enough for teachers to be able to teach differently. . . . Changing teaching means changing the understanding that underlies the teaching. . . . If (teachers) don’t learn something new, then they don’t have any basis on which to make a change in their classroom practice. . . . So learning something new creates the impetus to change the way they are teaching the concept. Katz, 2013 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  18. DI PLS External Evaluation Recommendations • Focus on facilitating a deep understanding of DI as a pedagogical framework • Focus on promoting deeper implementation of DI in secondary schools • Consider a range of professional learning approaches to promote and foster DI implementation SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  19. Challenges of Implementing Effective Instruction Challenge #1 • Addressing the complexity of instruction Challenge #2 • Challenging beliefs to address the knowing – doing gap Challenge #3 • Supporting multi - level professional learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  20. Addressing the ChallengesImplementing Effective Instruction Discussion Paper: • Introduction • Area of Challenge 1 • Area of Challenge 2 • Area of Challenge 3 [Areas of Challenge are aligned with DI PLS Evaluation Recommendations 1-3] SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  21. 1. Addressing the Complexity of Instruction HANDOUT 1 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  22. 2. Challenging Beliefs to address the Knowing-Doing Gap Practice Existing Beliefs New Beliefs COLLABORATIVE INQUIRY SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  23. 3. Supporting Multi-level Professional Learning Coherence Making • Alignment is about structures; coherence is about mindsets. • System coherence is about shared mindsets. (Fullan, 2012) Board Leader Learning School Leader Learning Teacher Learning Student Learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  24. Agenda Minds On Teacher learning – Past and Present Poll Welcome and Introductions Purpose and Context Action Thinking About Learning at All Levels School leader learning Board leader learning Facilitating Learning at All Levels Barriers - Biases and Challenges Strategies Consolidation Reflection and Next Steps SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 24

  25. 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 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  26. Facilitating Your Team 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 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  27. Multi Level Learning Pre –Viewing • What does the term ‘Learning Organization’mean to you? During Viewing • What does it look like? sound like? SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  28. video SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  29. Multi-level Learning If teacher learning has changed – how does learning change for school and system leaders? SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  30. MULTI-LEVEL INQUIRY Board Leader Team School Leader Team Teacher Team Student Learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  31. CLASSROOM Inquiry (PLAN) Evidence of impact (OBSERVE) Classroom Instruction (ACT) REFLECT REFLECT SCHOOL Inquiry (PLAN) Evidence of impact (OBSERVE) Leadership & Support (ACT) REFLECT BOARD Inquiry (PLAN) Evidence of impact (OBSERVE) Leadership & Support (ACT) Multi-level Inquiry Capacity is a power—a ‘habit of mind’ focused on engaging in and sustaining the learning of people at all levels of the educational system for the collective purpose of enhancing student learning in its broadest sense. SIPSA Stoll (2009).Capacity building for school improvement or creating capacity for learning? A changing landscape.Journal of Educational Change. BIPSA SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  32. School Leader Team Inquiry HANDOUT 2 Review the guiding questions for each phase of the school leader team inquiry. How do they differ from the board leader team inquiry questions? HANDOUT 3 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  33. “Everybody has a class… with a needs-based learning focus!” • What do teachers need to learn to support what students need to learn? • What do leaders need to learn to support what teachers need to learn to support what students need to learn? S. Katz, OFIP presentation, Fall, 2012 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  34. MULTI-LEVEL INQUIRY/LEARNING SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  35. School Leader Team Artefact(Looking at School-level Work) • Examine the inquiry work of the school leader team as outlined in their learning log. • Code the extent to which the inquiry components were addressed by the school leader team: +-Thoroughly, S -somewhat, ? -to a limited degree/not sure HANDOUT 4 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  36. Task 1 Summary To what extent did the school leader learning team: • Identify, based on evidence, the learning needs of the teacher teams in their schools? • provide conditions to support the work and learning of their teacher teams? • attend to their own learning related to supporting the work and learning of their teacher teams? • identify, monitor and check for evidence of impact of the conditions that they provided as school leaders? SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  37. Task 2: Board Leader Team Inquiry • the most immediate learning need(s) of the school learning team • what your team needs to learn (e.g., find out about, experience) in order to focus your support • how, with whom and where your learning will take place • what evidence of impact (i.e. meeting the needs of the school level team) would look like As a board leader learning team that provides leadership and support for the school level learning team, discuss/determine: Board Leader Team SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  38. Focused Inquiry at all Levels • Sample Strategies: • Theories of Action: If-then statements • Inquiry Questions • SMART Goals • If (specific ACTION at one level – e.g., school leaders) – then (specific IMPACT at another level, e.g., teachers) • Personalization • Precision • Professional Learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  39. MULTI-LEVEL INQUIRY/LEARNING SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  40. Complexity of Instruction • Teacher learning/inquiry: • -Instructional Practice • School leader learning/inquiry • -School Level Leadership Practices • Board leader learning/inquiry • - School and System Level Leadership Practices SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  41. Palettes for Multi-level Professional Learning HANDOUT 5 • Complexity of Instruction • School Level Leadership Practices • System Level Leadership Practices HANDOUT 6 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  42. Palettes for Multi-level Professional Learning Please use the Chat Pod to post your thoughts on this question. As a facilitator, how might you help teams use one or more of these ‘palettes’ to move their work and/or learning forward? SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  43. Agenda Minds On Teacher learning – Past and Present Poll Welcome and Introductions Purpose and Context Action Thinking About Learning at All Levels School leader learning Board leader learning Facilitating Learning at All Levels Barriers - Biases and Challenges Strategies Consolidation Reflection and Next Steps SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 43

  44. Facilitator Role “The crucial point is that our conception of facilitating involves interrupting the status quo of professional learning in order to enable new learning that takes place in the form of permanent changes in thinking and practice.” Katz, 2013 . . facilitation of learning is a role that someone has to intentionally play. SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  45. Barriers to Professional Learning Interruption is about intentionally responding to the biases that impede new learning. …the biases are an innate and integral part of human nature – they can’t be pre-empted by instructional design. Katz, p.92 & 93, 2013 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  46. Cognitive Biases • Mental Shortcuts - We don’t think through all the possibilities • Confirmation Bias - We focus on confirming our hypotheses, not challenging them • Vividness Bias-We pay too much attention to things that are vivid. • Illusory Superiority - We consider ourselves to be exceptions • Omission Bias - We hesitate to take action in a new direction • Imposter Syndrome - We don’t want others to see our vulnerabilities SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  47. Name That Bias Match the learning team member statement to the cognitive bias(es) that it demonstrates. HANDOUT 8 Name That Bias! SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  48. Challenge of Practices “For the most part, (learning team) 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) SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  49. Challenges of Practice (2012) In the research, professional learning facilitators identified these challenges when working with teams: • Avoiding the Activity Trap • Acknowledging/ Examining current beliefs about Teaching/Learning • Checking on the Impact • Being Deliberate in New Professional Learning HANDOUT 7 Skim the handout. Think of a time when you experienced one of the challenges of practice as a board, school or teacher learning team. SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

  50. Cognitive Biases Challenges of Practice In your experience, how have you seen the cognitive biases prevent teams from succeeding at moving beyond these challenges of practice? Select one challenge to discuss with your team. • Avoiding the Activity Trap • Acknowledging/Examining current beliefs about Teaching/Learning • Checking on the Impact • Being Deliberate in New Professional Learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

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