LEADING TEACHER CHANGE  IN A TECHNOLOGY RICH          SCHOOL         Neil Stephenson      Calgary Science School
BIO
BIO•   PD / Outreach Coordinator
BIO•   PD / Outreach Coordinator•   http://www.thinkinginmind.com
BIO•   PD / Outreach Coordinator•   http://www.thinkinginmind.com•   Twitter: @neilstephenson
BIO•   PD / Outreach Coordinator•   http://www.thinkinginmind.com•   Twitter: @neilstephenson•   email: neil.s@calgaryscie...
Calgary Science School Connect! Blog
Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com
Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com
Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com                                Project Ideas
Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com                                Project Ideas ...
Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com                                Project Ideas ...
Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com                                Project Ideas ...
Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com                                Project Ideas ...
•   600 students in grade    4-9
•   600 students in grade    4-9•   focus on (1) inquiry    based learning, (2)    technology integration    and (3) outdo...
•   600 students in grade    4-9•   focus on (1) inquiry    based learning, (2)    technology integration    and (3) outdo...
1:1 So Far
1:1 So Far•   statistical correlation between    teaching practices and    engagement
1:1 So Far•   statistical correlation between    teaching practices and    engagement•   technology to communicate,    col...
1:1 So Far•   statistical correlation between    teaching practices and    engagement•   technology to communicate,    col...
1:1 So Far•   statistical correlation between    teaching practices and    engagement•   technology to communicate,    col...
Sharon Friesen on the Calgary Science School
If teacher learning is to be productive, professionaldevelopment must guided by meaningful analysis ofpractice. Teachers m...
collaborationlesson study                                    culture of sharingconsistent  vision                         ...
CONSISTENT VISION
CONSISTENT VISION• Galileo   Inquiry Rubric
CONSISTENT VISION• Galileo   Inquiry Rubric• Making    Inquiry Visible
CONSISTENT VISION• Galileo   Inquiry Rubric• Making    Inquiry Visible• Exemplary Teaching Framework
COLLABORATION
COLLABORATION• inquiry        is WHAT we do - collaboration is HOW we do it
COLLABORATION• inquiry        is WHAT we do - collaboration is HOW we do it• subject        / grade partners
COLLABORATION• inquiry        is WHAT we do - collaboration is HOW we do it• subject        / grade partners• schedule   2...
COLLABORATION• inquiry        is WHAT we do - collaboration is HOW we do it• subject        / grade partners• schedule   2...
COLLABORATION• inquiry        is WHAT we do - collaboration is HOW we do it• subject        / grade partners• schedule   2...
10%   43%   46%3%    43%   54%23%   54%   23%
CULTURE OF SHARING
CULTURE OF SHARING •whole staff
CULTURE OF SHARING •whole staff •subject teams
CULTURE OF SHARING •whole staff •subject teams •most tech PD
EXAMINING STUDENT  WORK
•Focus on StudentLearning
•Focus on StudentLearning•Collaborative KnowledgeBuilding about teachingpractice (inquiry intoinquiry)
•Focus on StudentLearning•Collaborative KnowledgeBuilding about teachingpractice (inquiry intoinquiry)•Opportunity to slow...
•Focus on StudentLearning•Collaborative KnowledgeBuilding about teachingpractice (inquiry intoinquiry)•Opportunity to slow...
Taken from: Reflective Practice for Educators,Osterman and Kottkamp,          2004
Traditional PD models Taken from: Reflective Practice for Educators,Osterman and Kottkamp,          2004
Traditional PD models                           purpose is knowledge acquisition Taken from: Reflective Practice for Educat...
Traditional PD models                           purpose is knowledge acquisition Taken from: Reflective Practice for Educat...
Traditional PD models                           purpose is knowledge acquisition                             •knowledge is...
Traditional PD models                           purpose is knowledge acquisition                             •knowledge is...
Traditional PD models                           purpose is knowledge acquisition                             •knowledge is...
Traditional PD models                           purpose is knowledge acquisition                             •knowledge is...
Traditional PD models                           purpose is knowledge acquisition                             •knowledge is...
Traditional PD models                           purpose is knowledge acquisition                             •knowledge is...
Traditional PD models                           purpose is knowledge acquisition                             •knowledge is...
Traditional PD models                           purpose is knowledge acquisition                             •knowledge is...
Taken from: Reflective Practice for Educators,Osterman and Kottkamp,          2004
Reflective PD models Taken from: Reflective Practice for Educators,Osterman and Kottkamp,          2004
Reflective PD models                   purpose is: understanding & competence Taken from: Reflective Practice for Educators,...
Reflective PD models                   purpose is: understanding & competence Taken from: Reflective Practice for Educators,...
Reflective PD models                   purpose is: understanding & competence                           •knowledge is const...
Reflective PD models                   purpose is: understanding & competence                           •knowledge is const...
Reflective PD models                   purpose is: understanding & competence                           •knowledge is const...
Reflective PD models                   purpose is: understanding & competence                           •knowledge is const...
Reflective PD models                   purpose is: understanding & competence                           •knowledge is const...
Reflective PD models                   purpose is: understanding & competence                           •knowledge is const...
Reflective PD models                   purpose is: understanding & competence                           •knowledge is const...
Reflective PD models                   purpose is: understanding & competence                           •knowledge is const...
Examining Student Work Framework
Examining Student Work Framework•flexible framework allows for wide variety ofteacher personality/delivery
Examining Student Work Framework•flexible framework allows for wide variety ofteacher personality/delivery•honours teacher ...
Examining Student Work Framework•flexible framework allows for wide variety ofteacher personality/delivery•honours teacher ...
Examining Student Work Framework•flexible framework allows for wide variety ofteacher personality/delivery•honours teacher ...
Three parts of “Examining Student Work”:
Three parts of “Examining Student Work”:    •Examination of Task: “What topics are worth    our students time?”
Three parts of “Examining Student Work”:    •Examination of Task: “What topics are worth    our students time?”    •Examin...
Three parts of “Examining Student Work”:    •Examination of Task: “What topics are worth    our students time?”    •Examin...
Example of “Examining Student Work” Analysis
Example of “Examining Student Work” Analysis                            Grade 9:                            Study of      ...
Example of “Examining Student Work” Analysis                            Grade 9:                            Study of      ...
LESSONSTUDIES
LESSONSTUDIES• Math: Proportional Thinking• Humanities: Voice
INSTRUCTIONAL SUPPORTS
INSTRUCTIONAL SUPPORTS•Instructional Technologist
INSTRUCTIONAL SUPPORTS•Instructional Technologist•Galileo mentors
INSTRUCTIONAL SUPPORTS•Instructional Technologist•Galileo mentors•Administrators
INSTRUCTIONAL SUPPORTS•Instructional Technologist•Galileo mentors•Administrators•PD/Outreach Coordinator
MY EXPERIENCE
MY EXPERIENCE• transition   from teacher to ‘catalyst for change’
MY EXPERIENCE• transition   from teacher to ‘catalyst for change’• relationships
MY EXPERIENCE• transition   from teacher to ‘catalyst for change’• relationships• ‘cold-calling’
MY EXPERIENCE• transition   from teacher to ‘catalyst for change’• relationships• ‘cold-calling’• small   nudges / differe...
MY EXPERIENCE• transition   from teacher to ‘catalyst for change’• relationships• ‘cold-calling’• small   nudges / differe...
MY EXPERIENCE• transition   from teacher to ‘catalyst for change’• relationships• ‘cold-calling’• small   nudges / differe...
MY EXPERIENCE• transition   from teacher to ‘catalyst for change’• relationships• ‘cold-calling’• small   nudges / differe...
DIGITAL TOOLS
DIGITAL TOOLS • Wikis   for Lesson Study
DIGITAL TOOLS • Wikis   for Lesson Study • Google   Docs
DIGITAL TOOLS • Wikis   for Lesson Study • Google   Docs • Google   Sites
DIGITAL TOOLS • Wikis   for Lesson Study • Google   Docs • Google   Sites • IO
DIGITAL TOOLS • Wikis   for Lesson Study • Google   Docs • Google   Sites • IO • Tech   PD
Digital Portfolios: Teacher Change in Action
Digital Portfolios: Teacher Change in Action      Teacher Buy-in
Digital Portfolios: Teacher Change in Action      Teacher Buy-in      Open Communication between Teachers      and Adminis...
Digital Portfolios: Teacher Change in Action      Teacher Buy-in      Open Communication between Teachers      and Adminis...
Digital Portfolios: Teacher Change in Action      Teacher Buy-in      Open Communication between Teachers      and Adminis...
Digital Portfolios: Teacher Change in Action      Teacher Buy-in      Open Communication between Teachers      and Adminis...
Digital Portfolios: Teacher Change in Action      Teacher Buy-in      Open Communication between Teachers      and Adminis...
Digital Portfolios: Teacher Change in Action      Teacher Buy-in      Open Communication between Teachers      and Adminis...
Digital Portfolios: Teacher Change in Action      Teacher Buy-in      Open Communication between Teachers      and Adminis...
Digital Portfolios: Teacher Change in Action      Teacher Buy-in      Open Communication between Teachers      and Adminis...
CSS PORTFOLIO VIDEO
collaborationlesson study                                    culture of sharingconsistent  vision                         ...
??
??•   http://www.thinkinginmind.com
??•   http://www.thinkinginmind.com•   http://calgaryscienceschool.blogspot.com
??•   http://www.thinkinginmind.com•   http://calgaryscienceschool.blogspot.com•   Twitter: @neilstephenson
??•   http://www.thinkinginmind.com•   http://calgaryscienceschool.blogspot.com•   Twitter: @neilstephenson•   email: neil...
Teacher Change in a Tech Rich School
Teacher Change in a Tech Rich School
Teacher Change in a Tech Rich School
Teacher Change in a Tech Rich School
Teacher Change in a Tech Rich School
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Teacher Change in a Tech Rich School

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Presentation by Neil Stephenson on all the PD supports for teachers at the Calgary Science School.

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  • Teacher Change in a Tech Rich School

    1. 1. LEADING TEACHER CHANGE IN A TECHNOLOGY RICH SCHOOL Neil Stephenson Calgary Science School
    2. 2. BIO
    3. 3. BIO• PD / Outreach Coordinator
    4. 4. BIO• PD / Outreach Coordinator• http://www.thinkinginmind.com
    5. 5. BIO• PD / Outreach Coordinator• http://www.thinkinginmind.com• Twitter: @neilstephenson
    6. 6. BIO• PD / Outreach Coordinator• http://www.thinkinginmind.com• Twitter: @neilstephenson• email: neil.s@calgaryscienceschool.com
    7. 7. Calgary Science School Connect! Blog
    8. 8. Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com
    9. 9. Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com
    10. 10. Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com Project Ideas
    11. 11. Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com Project Ideas Assessment Practices
    12. 12. Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com Project Ideas Assessment Practices Student Work
    13. 13. Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com Project Ideas Assessment Practices Student Work PD Materials
    14. 14. Calgary Science School Connect! Bloghttp://calgaryscienceschool.blogspot.com Project Ideas Assessment Practices Student Work PD Materials Interviews with Teachers/Students
    15. 15. • 600 students in grade 4-9
    16. 16. • 600 students in grade 4-9• focus on (1) inquiry based learning, (2) technology integration and (3) outdoor education
    17. 17. • 600 students in grade 4-9• focus on (1) inquiry based learning, (2) technology integration and (3) outdoor education• full 1:1 - 600 macbooks
    18. 18. 1:1 So Far
    19. 19. 1:1 So Far• statistical correlation between teaching practices and engagement
    20. 20. 1:1 So Far• statistical correlation between teaching practices and engagement• technology to communicate, collaboration, share understanding
    21. 21. 1:1 So Far• statistical correlation between teaching practices and engagement• technology to communicate, collaboration, share understanding• tools for assessment, portfolios
    22. 22. 1:1 So Far• statistical correlation between teaching practices and engagement• technology to communicate, collaboration, share understanding• tools for assessment, portfolios• improve: tech for modeling, simulating, building shared knowledge
    23. 23. Sharon Friesen on the Calgary Science School
    24. 24. If teacher learning is to be productive, professionaldevelopment must guided by meaningful analysis ofpractice. Teachers must be involved in evaluation ofstudent learning so that they can change curriculum,teaching and schooling practices as they learn more about what is effective and what is not. Linda Darling-Hammond, 2009
    25. 25. collaborationlesson study culture of sharingconsistent vision examining student work digital tools instructional supports
    26. 26. CONSISTENT VISION
    27. 27. CONSISTENT VISION• Galileo Inquiry Rubric
    28. 28. CONSISTENT VISION• Galileo Inquiry Rubric• Making Inquiry Visible
    29. 29. CONSISTENT VISION• Galileo Inquiry Rubric• Making Inquiry Visible• Exemplary Teaching Framework
    30. 30. COLLABORATION
    31. 31. COLLABORATION• inquiry is WHAT we do - collaboration is HOW we do it
    32. 32. COLLABORATION• inquiry is WHAT we do - collaboration is HOW we do it• subject / grade partners
    33. 33. COLLABORATION• inquiry is WHAT we do - collaboration is HOW we do it• subject / grade partners• schedule 2010/2011
    34. 34. COLLABORATION• inquiry is WHAT we do - collaboration is HOW we do it• subject / grade partners• schedule 2010/2011
    35. 35. COLLABORATION• inquiry is WHAT we do - collaboration is HOW we do it• subject / grade partners• schedule 2010/2011
    36. 36. 10% 43% 46%3% 43% 54%23% 54% 23%
    37. 37. CULTURE OF SHARING
    38. 38. CULTURE OF SHARING •whole staff
    39. 39. CULTURE OF SHARING •whole staff •subject teams
    40. 40. CULTURE OF SHARING •whole staff •subject teams •most tech PD
    41. 41. EXAMINING STUDENT WORK
    42. 42. •Focus on StudentLearning
    43. 43. •Focus on StudentLearning•Collaborative KnowledgeBuilding about teachingpractice (inquiry intoinquiry)
    44. 44. •Focus on StudentLearning•Collaborative KnowledgeBuilding about teachingpractice (inquiry intoinquiry)•Opportunity to slowdown - carefully examine‘learning’
    45. 45. •Focus on StudentLearning•Collaborative KnowledgeBuilding about teachingpractice (inquiry intoinquiry)•Opportunity to slowdown - carefully examine‘learning’•Make practice public andtransparent
    46. 46. Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    47. 47. Traditional PD models Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    48. 48. Traditional PD models purpose is knowledge acquisition Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    49. 49. Traditional PD models purpose is knowledge acquisition Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    50. 50. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    51. 51. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    52. 52. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    53. 53. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal professional learning is: Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    54. 54. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    55. 55. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    56. 56. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic Taken from: Reflective •individual Practice for Educators,Osterman and Kottkamp, 2004
    57. 57. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic •individual •acontextual Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    58. 58. Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    59. 59. Reflective PD models Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    60. 60. Reflective PD models purpose is: understanding & competence Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    61. 61. Reflective PD models purpose is: understanding & competence Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    62. 62. Reflective PD models purpose is: understanding & competence •knowledge is constructed Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    63. 63. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    64. 64. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    65. 65. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool professional learning is: Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    66. 66. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    67. 67. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    68. 68. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic •collaborative Taken from: Reflective Practice for Educators,Osterman and Kottkamp, 2004
    69. 69. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic •collaborative Taken from: Reflective Practice for Educators, •contextualOsterman and Kottkamp, 2004
    70. 70. Examining Student Work Framework
    71. 71. Examining Student Work Framework•flexible framework allows for wide variety ofteacher personality/delivery
    72. 72. Examining Student Work Framework•flexible framework allows for wide variety ofteacher personality/delivery•honours teacher experiential knowledge
    73. 73. Examining Student Work Framework•flexible framework allows for wide variety ofteacher personality/delivery•honours teacher experiential knowledge•teacher becomes “researcher... engaged in acontinual process of self-education.”
    74. 74. Examining Student Work Framework•flexible framework allows for wide variety ofteacher personality/delivery•honours teacher experiential knowledge•teacher becomes “researcher... engaged in acontinual process of self-education.”•collaborative search for understanding - versus“delivering someone else’s mail”
    75. 75. Three parts of “Examining Student Work”:
    76. 76. Three parts of “Examining Student Work”: •Examination of Task: “What topics are worth our students time?”
    77. 77. Three parts of “Examining Student Work”: •Examination of Task: “What topics are worth our students time?” •Examination of Assessment: “How are we designing assessment practices so all students can succeed?”
    78. 78. Three parts of “Examining Student Work”: •Examination of Task: “What topics are worth our students time?” •Examination of Assessment: “How are we designing assessment practices so all students can succeed?” •Examination of Student Work: “What do we count as evidence of deep understanding?”
    79. 79. Example of “Examining Student Work” Analysis
    80. 80. Example of “Examining Student Work” Analysis Grade 9: Study of Biofuels
    81. 81. Example of “Examining Student Work” Analysis Grade 9: Study of Biofuels
    82. 82. LESSONSTUDIES
    83. 83. LESSONSTUDIES• Math: Proportional Thinking• Humanities: Voice
    84. 84. INSTRUCTIONAL SUPPORTS
    85. 85. INSTRUCTIONAL SUPPORTS•Instructional Technologist
    86. 86. INSTRUCTIONAL SUPPORTS•Instructional Technologist•Galileo mentors
    87. 87. INSTRUCTIONAL SUPPORTS•Instructional Technologist•Galileo mentors•Administrators
    88. 88. INSTRUCTIONAL SUPPORTS•Instructional Technologist•Galileo mentors•Administrators•PD/Outreach Coordinator
    89. 89. MY EXPERIENCE
    90. 90. MY EXPERIENCE• transition from teacher to ‘catalyst for change’
    91. 91. MY EXPERIENCE• transition from teacher to ‘catalyst for change’• relationships
    92. 92. MY EXPERIENCE• transition from teacher to ‘catalyst for change’• relationships• ‘cold-calling’
    93. 93. MY EXPERIENCE• transition from teacher to ‘catalyst for change’• relationships• ‘cold-calling’• small nudges / different approaches
    94. 94. MY EXPERIENCE• transition from teacher to ‘catalyst for change’• relationships• ‘cold-calling’• small nudges / different approaches• documenting and sharing
    95. 95. MY EXPERIENCE• transition from teacher to ‘catalyst for change’• relationships• ‘cold-calling’• small nudges / different approaches• documenting and sharing• establishing internal collaboration
    96. 96. MY EXPERIENCE• transition from teacher to ‘catalyst for change’• relationships• ‘cold-calling’• small nudges / different approaches• documenting and sharing• establishing internal collaboration• striving for consistency
    97. 97. DIGITAL TOOLS
    98. 98. DIGITAL TOOLS • Wikis for Lesson Study
    99. 99. DIGITAL TOOLS • Wikis for Lesson Study • Google Docs
    100. 100. DIGITAL TOOLS • Wikis for Lesson Study • Google Docs • Google Sites
    101. 101. DIGITAL TOOLS • Wikis for Lesson Study • Google Docs • Google Sites • IO
    102. 102. DIGITAL TOOLS • Wikis for Lesson Study • Google Docs • Google Sites • IO • Tech PD
    103. 103. Digital Portfolios: Teacher Change in Action
    104. 104. Digital Portfolios: Teacher Change in Action Teacher Buy-in
    105. 105. Digital Portfolios: Teacher Change in Action Teacher Buy-in Open Communication between Teachers and Administration
    106. 106. Digital Portfolios: Teacher Change in Action Teacher Buy-in Open Communication between Teachers and Administration Deep, sustained collaboration among Fine Arts / PE teachers
    107. 107. Digital Portfolios: Teacher Change in Action Teacher Buy-in Open Communication between Teachers and Administration Deep, sustained collaboration among Fine Arts / PE teachers Tech PD embedded in teacher change
    108. 108. Digital Portfolios: Teacher Change in Action Teacher Buy-in Open Communication between Teachers and Administration Deep, sustained collaboration among Fine Arts / PE teachers Tech PD embedded in teacher change Modified Schedule
    109. 109. Digital Portfolios: Teacher Change in Action Teacher Buy-in Open Communication between Teachers and Administration Deep, sustained collaboration among Fine Arts / PE teachers Tech PD embedded in teacher change Modified Schedule
    110. 110. Digital Portfolios: Teacher Change in Action Teacher Buy-in Open Communication between Teachers and Administration Deep, sustained collaboration among Fine Arts / PE teachers Tech PD embedded in teacher change Modified Schedule
    111. 111. Digital Portfolios: Teacher Change in Action Teacher Buy-in Open Communication between Teachers and Administration Deep, sustained collaboration among Fine Arts / PE teachers Tech PD embedded in teacher change Modified Schedule
    112. 112. Digital Portfolios: Teacher Change in Action Teacher Buy-in Open Communication between Teachers and Administration Deep, sustained collaboration among Fine Arts / PE teachers Tech PD embedded in teacher change Modified Schedule
    113. 113. CSS PORTFOLIO VIDEO
    114. 114. collaborationlesson study culture of sharingconsistent vision examining student work digital tools instructional supports
    115. 115. ??
    116. 116. ??• http://www.thinkinginmind.com
    117. 117. ??• http://www.thinkinginmind.com• http://calgaryscienceschool.blogspot.com
    118. 118. ??• http://www.thinkinginmind.com• http://calgaryscienceschool.blogspot.com• Twitter: @neilstephenson
    119. 119. ??• http://www.thinkinginmind.com• http://calgaryscienceschool.blogspot.com• Twitter: @neilstephenson• email: neil.s@calgaryscienceschool.com

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