DL spring conference   an overview of our quality review process in BC
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DL spring conference an overview of our quality review process in BC

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  • My context …Special Ed story of working with LA studentsMath/Science story of Grade 8 Math and student motivationSecondary school VP story of Norm BalezAssessment Work at district officeDL experience
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DL spring conference   an overview of our quality review process in BC DL spring conference an overview of our quality review process in BC Presentation Transcript

  • DL Quality Review
  • 1919 to 2014- Ninety + years of growth!
  • Policy, Legislation Funding Delivery - Quality services to students Coordination of Technology and Support Structures Ministry School Boards School District No 73 Business Company The Partnership
  • DL will mean quality education Any student can access DL Any student can enrol anytime throughout the year Choice to take courses from anywhere: even more than one school/board/authority 2013-14: Agreements with 46 Boards of Education. 56 Public and 17 Independent DL schools Characteristics
  • Public DL Enrolments: FTEs 0.00 2,000.00 4,000.00 6,000.00 8,000.00 10,000.00 12,000.00 14,000.00 16,000.00 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Sept FTE Count Feb FTE Count May FTE Count TOTAL FTE
  • Public DL Enrolments: Headcount 0.00 20,000.00 40,000.00 60,000.00 80,000.00 100,000.00 120,000.00 140,000.00 160,000.00 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Sept Headcount Feb Headcount May Headcount TOTAL
  • PUBLIC and Independent FTE Enrolments: All Counts 0.00 2,000.00 4,000.00 6,000.00 8,000.00 10,000.00 12,000.00 14,000.00 16,000.00 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Public Independent
  • PUBLIC and Independent FTE Enrolments: September Count only 0.00 1,000.00 2,000.00 3,000.00 4,000.00 5,000.00 6,000.00 7,000.00 8,000.00 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 FTE - Sept Counts Public FTE - Sept Counts Independent
  • FTE - All counts, 2013/14 by District -200.00 0.00 200.00 400.00 600.00 800.00 1,000.00 1,200.00 -20 0 20 40 60 80 100 120
  • Headcounts - All counts, 2013/14 by District -1,000 0 1,000 2,000 3,000 4,000 5,000 6,000 -20 0 20 40 60 80 100 120
  • Enrolments – Public DL Schools 1 10 100 1000 10000 Vancouver ChilliwackSaanich Surrey Nechako Lakes Comox Valley Coquitlam Richmond Central Okanagan Sooke Kamloops/Thompson Nanaimo-Ladysmith Burnaby North Vancouver Abbotsford Nicola-Similkameen Peace River North Greater Victoria Coast Mountains Langley Qualicum Delta Peace River SouthAlberniKootenay LakeNew Westminster Vernon Okanagan Skaha Southeast Kootenay Sea to Sky Mission Prince George Maple Ridge-Pitt Meadows Rocky Mountain Okanagan Similkameen Bulkley Valley Conseil scolaire francophone Powell River North Okanagan-Shuswap Campbell River Cariboo-Chilcotin Gold Trail Cowichan Valley Vancouver Island North Sunshine Coast QuesnelArrow Lakes 2012/2013 2012/2013
  • DL Quality Review  Separate process from audits  Focus on student performance and related data  Ongoing dialogue throughout the year  Emphasis on Quality and Standards  Achievement  Engagement  Professional Development  Support
  • Garrison, Anderson, & Archer’s “Community of Inquiry”, and Leithwood’s Transformational Leadership theory
  • Learner Presence New work has postulated that good online learners are strategic, active and reflective, and these behaviours are inherent to the learner, not the teacher. This Learner Presence includes activities such as student-student collaborations and self-regulatory learning behaviours such as  Planning and time management  Organizing and transforming course materials  Establishing a positive learning environment  Self-monitoring and record keeping  Help-seeking  Reflection on performance, effort and goal setting It is important to note that these are characteristics and behaviours of the learner, but school staff may be in a position to help students gain these skills.
  • Garrison, Anderson, & Archer’s “Community of Inquiry”, and Leithwood’s Transformational Leadership theory Leadership • Creating a shared vision, • Setting goals, • Providing intellectual stimulation, • Supplying individual support, • Modeling effective practice, • Meeting high expectations, and • Developing a positive culture, and creating structures that support active involvement in decision making
  • Internal Review – guiding questions As a distributed learning teacher, what do you do to create a teaching presence in your classes?  Communicate course topics, goals, timelines, and expectations regarding assignments?  Provide instruction to students about participation in activities, productive dialogue, and task expectations, as well as providing instruction to help students master content and achieve learning outcomes?  Guide students to help identify areas of agreement/disagreement on course topics, help clarify student’s thinking about course topics, focus discussion on relevant issues, and help students explore new concepts in the course?  Foster the development of a sense of community among course participants, and provide relevant and timely feedback to students?  Select appropriate resources and/or develop learning materials and content for your students that meet the highest standards for quality and student usability
  • Internal Review – guiding questions As a distributed learning teacher, what do you do to create a social presence in your classes  Create a sense of belonging and community for students?  Support student expression in online discussion, building a sense of collaboration?  Foster the use of a variety of communication strategies, including online strategies, for social interaction among students and teacher?
  • Internal Review – guiding questions As a distributed learning teacher, what do you do to create a cognitive presence in your classes?  Foster student interest in course issues and content, while supporting the development of new perspectives through student reflection?  Encourage students to use a variety of information sources, techniques, and approaches to solutions when exploring problems posed in the course?  Support the testing and application of new knowledge for students?
  • Internal Review – guiding questions As a distributed learning leader, what do you do to plan, support, and communicate?  Create a shared vision for DL?  Foster the creation and implementation of group goals; set direction, monitor, and plan school growth and activity?  Set high performance expectations for staff and students?  Ensure all teachers are qualified and trained, and provide instructional support for staff?  Assist staff in the creation of processes and content that fosters student engagement?  Create structures in a DL environment that foster collaboration?  Build productive relations with parents and the community?  Recognize and celebrate teacher and student accomplishments?
  • External Review Team Contracted team lead Practicing DL/Alt/CE administrators Ministry of Education program area reps 2 to 3 days in the school Semi-structured interviews of students, parents, teachers, support staff, administrators Data
  • Public: Completion Rates: 16 Courses 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% PLANNING 10 PHYSICAL EDUCATION 10 SOCIAL STUDIES 11 SOCIAL STUDIES 10 ENGLISH 10 PRINCIPLES OF MATHEMATICS 12 ENGLISH 11 SCIENCE 10 CHEMISTRY 12 COMMUNICATIONS 11 BIOLOGY 11 ENGLISH 12 CHEMISTRY 11 PHYSICS 11 PRINCIPLES OF MATHEMATICS 11 BIOLOGY 12 2009/2010 2011/2012
  • Completion Rates: DL and Non-DL 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% BIOLOGY 11 BIOLOGY 12 CHEMISTRY 11 CHEMISTRY 12 COMMUNICATIONS 12 ENGLISH 10 ENGLISH 11 ENGLISH 12 PHYSICAL EDUCATION 10 PHYSICS 11 PLANNING 10 PRINCIPLES OF MATHEMATICS 11 PRINCIPLES OF MATHEMATICS 12 SCIENCE 10 SOCIAL STUDIES 10 SOCIAL STUDIES 11 2011/2012 - Non DL 2011/2012 - DL
  • Quality Reviews 2013-14: 4 schools reviewed. Focus on Alt/CE and DL schools:  SD 23 – Kelowna  SD 33 – Chilliwack  SD 63 - Saanich  SD 70 – Port Alberni  Wide range of high quality blended and on-line configurations  More cooperation between neighbourhood and DL schools  Ongoing, relevant and timely upgrading of teachers’ skills and content is a challenge for some
  • Two sample findings • Planning 10/Applied Digital Communications 11 • An 8 credit course co-taught to a cohort of students in a brick and mortar school by a DL teacher connecting via video conferencing suite and a F2F teacher in the school. (SD23) • Planning 10, PE 10, and others taught to individual Grade 9 students in middle school • Students supported within timetable in a supervised setting. (SD33)
  • 1. As a member of a QR team in 2013 2. Having a QR at FVDES in 2014
  • Special Education Math/Science Teacher School Counsellor Secondary School VP District Administrator Alternate/CE Administrator DL Principal
  • • Chilliwack school district • One of the original 9 regional DE schools • About 950 FTE • K to 12 • 12 month school for 10 to 12 and 10 months for K to 9 • About 70 % online and 30 % paper • Movement from rural setting to downtown shared space • Work with federal institutions and independent schools • Staffing: 32 teachers, 3 Admin, 15 clerical, 2.5 Techs, 2 Educational assistants, 1 youth care worker
  • 1. Internal Review 2. External Review
  • • Surveys – staff, parents, students • Achievement data – SADE, monthly reports • DL Standards – Teachers and Support Staff
  • We bring our school to you Distributed Learning Standards Strengths Concerns Goals Action Plan Progress Reports
  • DEPARTMENT GOALS AND ACTION PLAN How did we come up with our goals?
  • How did we come up with our goals? We meet each month as a department and we have reviewed: • the DL Standards and as a group discussed our strengths and areas for growth in relation to those standards as well as how they apply to our department • the DL Standards for Content and set some goals
  • What are we good at? • Our management of learning is good (DL Standards 1) • We aim to engage students with stimulating cognitive processes (DL Standards 3) • Planning for learning is another area of strength (DL Standards 4) • Supporting Instruction and Learning is well done (DL Standards 5) • We work hard to make our content engaging, current and accessible with clear learning objectives and a variety of assessment tools to meet or exceed the Technical, Layout, Instructional Design and Pedagogy, and Assessment Standards (DL Content Standards)
  • Where can we improve? • We all agreed that our biggest challenge is Fostering Social Learning (DL Standards 2) • For this reason, we decided to tackle this aspect of the DL Standards first
  • What Are We Doing to Improve Social Learning? • We are building a humanities resource center that all students will have access to • We are currently building the glossary part of the resource center • This resource center will be used to keep students informed of upcoming events (field trips, provincial exams, etc.) • It will house information on plagiarism, content support, provincial exam preparation, etc.
  • What Are We Doing to Improve Social Learning? • It will have a glossary to support student learning with humanities concepts • We would like it to include a humanities social area for students to connect with each other as well as a writing support center for students to get one-one teacher or peer help with their writing and editing
  • Initial meeting with QR team - Review process - Meet the QR team
  • Staff meeting to explain our internal review - School and district context - Review our internal review findings
  • Individual interviews: - All staff - Students - Parents - Admin team - Senior management - Partnerships
  • Trips to see some special activities: - Blended learning - Independent school partnerships - Special programs: Robotics, Tutoring
  • Verbal report from QR team: - All staff meeting - Themes from the external review
  • Final report from QR team: - About 2 months - Questions from the team - Final report to school and district
  • Value from working with ministry folks - Normal people - Connected to the history of DL - Connect to the provincial DL picture
  • Value of working with an experienced DL administrator: - Connect to the experience of others - Discuss leadership
  • Value from building relationships with another DL school’s staff: - Exchange ideas - School visits for staff
  • Questions & Comments