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BCPVPAconnecting leaders oct 22 2010 site

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PowerPoint for the Oct. 22nd BCPVPA Connecting Leaders Conference.

PowerPoint for the Oct. 22nd BCPVPA Connecting Leaders Conference.

Published in: Education

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  • Own intros
  • Learner Meta-cognition   A key goal of deep learning work is for learners’ to be able to coach themselves for improvement. Nimble and Responsive Teaching Teachers use evidence of learning to adapt instruction to meet learner needs – minute-by-minute. Inquiry Mindedness as a Way of Life   Inquiry mindedness – using thoughtful strategies and then looking for evidence of deeper learning – is a necessity for learners, teachers and leaders.   Learning for All through Networks As we want to make a big difference for all learners – and especially those who are vulnerable – we need small, networked communities of educators working together across roles and territories. Isolated efforts of individual educators – no matter how well intentioned - do not work for the most vulnerable learners. They need and deserve sustained and connected learning.    
  • Transcript

    • 1.
      • Networked Leading:
      • Making a difference for our learners
    • 2. BC Networks of Inquiry: 2010-2011
      • Healthy Schools Network – HSN
            • Over 200 Schools
      • Aboriginal Enhancement Schools Network – AESN
            • Over 150 Schools
      • Network of Performance Based Schools – NPBS
            • Over 400 schools
    • 3. Today’s presentation
      • Our networking journey: teacher initiatives, classroom connections, school partnerships, provincial sharing, international networking
      • Sustaining our work through networking and inquiry
      • Finding ways to continue to improve student achievement
      • Creating a “question” for inquiry/case study – we’re happy to help you begin!
    • 4. Our presenting team
      • Lynne Tomlinson – Principal,
      • Gleneagles Elementary School and Lions Bay Community School
      • Scott Slater – Vice Principal,
          • Bowen Island Community School
    • 5. What about you?
      • Please introduce yourself to those around you…
        • District?
        • Leadership Role? (formal or informal)
        • Reason for attending this session?
        • Possible focus for inquiry at your school?
        • Any experience with networking? (formal or informal )
    • 6.  
    • 7.
      • The Networks are dedicated to transforming the learning of young people
      • through teacher inquiry, a focus on important learning outcomes, application of formative assessment strategies, and teamwork across roles, districts and countries .
    • 8.
      • Current research about how we learn:
      • (with thanks to this year’s District Leadership Team in Prince Rupert)
      • Motivation is a key component for effective learning
      • Learners bring different knowledge to a new learning challenge
      • Learners start from different places and follow different routes to the same learning outcome
      • Knowledge should be discovered as an authentic, integrated whole
      • Learning is an active, social process
      • BC Educators: Caren Cameron, Anne Davies, Kathleen Gregory, Faye Browlie, Leyton Schnellert, Judy Halbert, Linda Kaser, Damian Cooper
    • 9. NETWORK VISION 2020
      • EVERY learner
      • crossing
      • the stage with
      • purpose, dignity
      • and options.
    • 10. 4 Big Ideas
      • Learner Meta-cognition
      •   A key goal of deep learning work is for learners’ to be able to coach themselves for improvement.
      • Nimble and Responsive Teaching
      • Teachers use evidence of learning to adapt instruction to meet learner needs – minute-by-minute.
      • Inquiry Mindedness as a Way of Life
      •   Inquiry mindedness – using thoughtful strategies and then looking for evidence of deeper learning – is a necessity for learners, teachers and leaders.
      •   Learning for All through Networks
      • Isolated efforts of individual educators – no matter how well intentioned - do not work for the most vulnerable learners. They need and deserve sustained and connected learning.
      •  
      •  
    • 11. Walk into any classroom and ask a child… What are you learning about? How are you doing? What do you need to do to improve? … they’ll be able to tell you all about their learning!
    • 12. How we started networking
      • Year 1 - 1999/2000 -first writing inquiry with two classes
      • - Gr 2/3 and Gr 6/7
      • Years 2/3 Writing and SR -takes time for teachers to comfortably use the writing performance standards for regular assessments
      • Year 4 we moved from Personal, Impromptu Writing to Writing to Communicate Ideas and Information and Reading for Information in an effort to engage more students.
      • Year 5 new inquiry to engage boys more fully and frequently in reading and writing through more of a focus on the area of Non-Fiction
      • Years 6-10 student coaching/mentoring and parent involvement- staff learning more about formative assessment through networks
    • 13. Social Responsibility- Years 1/2
      • Performance standards used as a teaching tool for students and for ongoing feedback with parents
      • Principal works with grade groups once/week during “Teacher Freebee Times” to work with students on the aspects of Social Responsibility while teachers collaborate and plan around the year’s inquiry
      • Principal introduces parents at a PAC meeting to the Social Responsibility Standards to complement the school goal to develop global citizenship
      •  
    • 14.  
    • 15. Writing Self Assessment – Years 1-3
      • Staff spend several lessons training students to use the quick scales as they work to promote self evaluation.
      • Student goal setting - metacognitive
      • Students also spend more time in class peer editing and using the quick scales to share ideas and help each other to develop their literacy skills.
    • 16. Parent Involvement – Year 4
      • Samples of writing and reading are sent home regularly with “strips” of quick scale aspects that are of focus for each lesson.
      • Teacher/student co assessment in informing parents of progress
      • Parents are asked to sign the writing or reading samples and discuss them with their children.
    • 17. Writing: 2007 - 2009
      • Writing Assessment
    • 18. Preparing our students for the future… Discussion#1 What do your students do well? What do they need to improve? How do you know?
    • 19. Closing the gap – Year 5 inquiry After frank discussions with our students, we realized that our boys felt inferior in many ways. We hoped that we could encourage the boys in our school to engage more fully and frequently in reading and writing through more of a focus on the area of Non-Fiction
    • 20.  
    • 21.  
    • 22.  
    • 23.  
    • 24.  
    • 25. Data as of 8:45PM, October 18 th 2010
    • 26. Data as of 8:45PM, October 18 th 2010
    • 27. Closing the gap … an ongoing challenge
      • Inquiry for Case Study :
      • “ Can the gap be closed between achievement levels in literacy skills between boys and girls using the Reading for Information and Writing to Communicate Ideas and Information performance standards to assess learners and drive instruction?”
    • 28. Closing the gap – Grade 6/7
      • Strategies:
        • Pilot program 5 years ago to separate Gr 7 boys and girls for certain subjects
        • laptop program implemented to augment classroom instruction
        • Literature/non-fiction material: more student choice
        • Student collaboration embedded throughout
    • 29. Closing the gap – Grade 6/7
      • Discoveries:
        • Students more engaged
        • boys better able to focus when it was just them
        • boys more likely to edit their work and tend to write more when using laptops
        • more engaged because they enjoyed the learning
        • able to talk about things that interested them like gaming, sports, etc
      •  
    • 30.  
    • 31.  
    • 32.  
    • 33. Student feedback- planned, powerful questions
    • 34. Ridgeview Elementary Reading Data – 2006 - 2008
    • 35. Student portfolios – working to keep track of each individual – Yrs 6/7
      • Initially, collected class data and designed lessons around common weaknesses
      • Compared class data each year and shared with upcoming teachers at end of year
      • Year 6, started to track each student and specific areas of weakness
      • Developed student literacy portfolios to “follow” students each year. Portfolios include different assessments and work samples, not just Performance Standards
      • Charts created as ongoing tracking tool for each student
      • Teachers share student portfolios at staff meeting in May to plan for next year
    • 36. When you’re a new teacher…
      • Finding ways to determine student skills when you’re new to teaching
      • Meaningful assessment for both the teacher and students
      • Ongoing and clarifying assessments to facilitate planning
      • Comfort when reporting to parents
      • Student – directed learning
    • 37. Reading
    • 38. Reading and Writing
    • 39. Tag-Team Editing – peer learning
    • 40.  
    • 41.  
    • 42.  
    • 43. Reading: new inquiry, Years 8/9 Peer coaching, student self assessment
      • Teachers still not satisfied that they are using the reading performance standards successfully
      • Principal shares Glenview’s inquiry at staff meeting in May (Yr 8 with NPBS)
      • Following September, pro d morning spent on reviewing/sharing the lessons and viewing the dvd
      • Some teachers plan to initiate peer coaching lessons this year
    • 44. New Team inquiry – 08/09
      • Inquiry for Case Study:
      • “ Will student self-assessment and peer coaching in our cross-grade reading program improve both the older and younger readers’ comprehension as measured by the BC Reading Performance Standards?”
      •  
    • 45. Buddy Reading
      • Network developed lessons
      • The intermediate buddies work on various aspects of the Standards with their buddies
      • The lessons were introduced to the staff during a staff meeting
      • Several Ridgeview teachers took a release day to review the lessons and collaborate on a plan to implement them
      • Ongoing collaboration occurs during buddy lessons to adapt the lessons to the classes
    • 46. Benefits of Buddy Reading… … for Grade Ones
      • Develop a positive perception of older students
      • Have a direct model of positive reading habits
      • Have 1 on 1 support to correct errors in pronunciation and to develop expression
      • Have 1 on 1 support to understand the Performance Standards
    • 47. Benefits of Buddy Reading… …for Intermediate Students
      • Social Responsibility
      • Develop a positive relationship as a leader with a younger student
      • Intermediates know that they are being relied upon to help with something very important
    • 48. Benefits for Intermediate Students
      • Engagement through
      • enjoyment and
      • Accountability
      • Students really enjoy sharing their knowledge and developing a positive relationship with a younger student
      • Have the responsibility of modelling positive reading habits leading to students having the motivation and sense of accountability to truly understand and display positive reading habits
    • 49. Benefits for Intermediate Students
      • Develop an understanding of formative assessment and metacognition
      • Intermediates realize their buddy’s strengths and weaknesses and emphasize aspects of the standards accordingly
      • Realize they also have strengths and weaknesses and must celebrate and continue strengths but also address weaknesses
    • 50. Benefits for Intermediate Students
      • Provides an Exercise in Understanding the P/S
      • Review what they themselves learned in Grade One and acts as a reminder that they should continue these habits
      • Compare Grade One P/S with Grade Five P/S  determining similarities and differences requires a thorough understanding of the standards
    • 51. Preparing our students for the future… Discussion#2 What opportunities could your students have to mentor, coach, collaborate and peer assess?
    • 52. Professional dialogue – teacher collaboration
      • Planned collaborative time during staff meetings and some pro d days as determined by reps with principal
      • Focused professional discussions using guiding questions
      • Mixed grade groups, different partners
      • New teachers encouraged to share their ideas, too
      • New model this year with District Leadership providing collaborative time – as requested by our team!
    • 53. Staff Meeting – classroom reflection with colleagues SIX STRATEGIES LOOKS LIKE… FEELS LIKE… 1/ Learning Intent 2/ Criteria 3/ Feedback 4/ Questions 5/ Self and Peer Assessment 6/ Student Ownership
    • 54. Secondary/Elementary Networking Year 10: R2WR Project 09/10
      • Rockridge Secondary/Gleneagles Elementary
      • Secondary teacher designs a coaching/mentoring writing project for his Grade 10 students to work with Grade 7s at feeder school
      • Secondary and Elementary teachers meet to plan the program and design 10 lessons using the Glenview Model from NPBS case study 2008
      • Principal of Secondary School provides transportation for Grade 7s to visit 2x. Principal of elementary school teaches Grade 6s while Gr 7s work on R2W2
    • 55. R2W2 Project 2010
      • Grade 10 Pre-AP English students invited to participate in a Writing Workshop.
      • Grade 10 students work as mentors and coaches for the grade 7 students – 10 lessons over 6 weeks
      •  
      • English 10 Pre-AP students have the opportunity to develop lessons, and activities that meet the needs of their grade 7 buddies.
      • Grade 7s connect with older buddies, writing improves!
    • 56. Secondary/Elementary Networking
      • Program goals for Secondary students:
      • develop leadership skills
      • improve their ability to identify strong writing vs. weaker writing
      • improve their ability to express strengths, areas for improvement, and goals for writing
      • to improve clear communication skills by acting as coaches for younger students
      •   
    • 57. Preparing our students for the future… Discussion#3 What creates engaging learning at your school?
    • 58. International Networking: 2010/2011
      • Welsh National Networking Project with 8 schools in the lower mainland: Surrey, Burnaby, Vancouver and West Vancouver
      • Intentions:
      • Shared/Compared Inquiry - improving student achievement
      • Innovation – local/global design and application of innovative learning environments
      • Adult Learning – shared practice for teacher professional learning
    • 59. NPBS Moving From Sorting to Learning From To Instruction and teaching Deep learning Summative assessment for grading and reporting Formative assessment to provide coaching feedback Teaching in isolation Teaching teams working as a learning community
    • 60. Moving From Sorting to Learning From To Schools on their own Schools working together and with communities Leadership by position - hierarchy Leadership by contribution – distributed and networked “ Business as usual” Genuine transformation
    • 61. Keeping up the momentum
      • For our school
        • Focus on teaching and learning
        • Sense of team
        • Collaboration time
        • Inquiry
        • leadership
      • For young learners
        • Improved learning
        • Peer learning
        • Self assessment strategies
        • Parent involvement
      • For adult learners
        • Proficiency using assessment
        • Shared leadership
        • Formal leadership roles
    • 62. Leading in a Network School – what we’ve discovered over the years
      • The Importance of:
      • Time
      • Trusting relationships
      • High expectations – raising the bar
      • Personalized small group coaching
      • Sharing ideas with different teachers
      • Student engagement
      • Parent education
    • 63. Our Hopes and Dreams for our Children…

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