GECDSB LSA Presentation May 11th 2012

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  • ChrisOur system response to system learning model showing our journey to CI and schools owning their learning1 min
  • Sue 30 secsSandbox – Katz. There were several system-wide drivers to inform our work and school improvement. We needed a model that aligned our work.
  • Sue 30 secs:We believe that Collaborative Inquiry addresses our goal of alignment.
  • Sue:An overview of the CI process and the focus of our 4 sessions2 mins
  • GECDSB LSA Presentation May 11th 2012

    1. 1. Visible Learning: A System-Wide Approach to Collaborative Inquiry GECDSB May 11th, 2012System-Wide Approach to Collaborative Inquiry
    2. 2. This too shall pass?But before I join the chorus of “this too shallpass”, I must turn the lens inward and ask thequestion every true professional must ask: “Ismy present practice as effective as I think it is?”As teachers, we must be willing to confront thisquestion every day of our professional lives ifteacher leadership is to become a reality ratherthan a slogan” ~ Reeves, 2008. System-Wide Approach to Collaborative Inquiry
    3. 3. History• Year 1: “Schools in the Middle” 16 of 60 Elementary Schools Grade 3 and 6 Teachers, plus Principal and coach Three Full Day Sessions Content Focus – Components of Balanced Literacy Led by Student Achievement Officers Reflections Sessions had positive impact on instruction Correlation with participation and EQAO increases Model should be expanded beyond Grade 3 and 6 Ownership needed to be with board to allow flexibility and responsiveness to current needs System-Wide Approach to Collaborative Inquiry
    4. 4. History• Year 2: “Visible Learning” All 60 Elementary Schools included Three Full Day Sessions Principal selects team from each school Family of School Organization with S.O. participation Content-based using LNS Resources and Assessment Framework) Reflections Sessions had positive impact on instruction Work in session starting to link to SIPSA and work of coaches How do we give schools ownership of their own learning to met individual needs? System-Wide Approach to Collaborative Inquiry
    5. 5. Systemic Response – System Learning External Internal Prescribed Autonomous Mandated Choice Independent CollaborativeSystem Supports:OFIP 1, ‘Canned PD Days’, SIM, Visible Learning, Collaborative Inquiry‘Some have to’, ‘all have to’, ‘some can choose’, ‘all can choose’ System-Wide Approach to Collaborative Inquiry
    6. 6. The Importance of a Learning StanceSystem-Wide Approach to Collaborative Inquiry
    7. 7. System-Wide Approach to Collaborative Inquiry
    8. 8. How the World’s Most Improved School Systems Keep Getting Better McKinsey and Company, 2010“ …when teachers achieve a higher level of skill, as is the case in „good to great‟ and „great to excellent‟ improvement journey stages, such tight central control becomes counterproductive to system improvement. Rather, school-level flexibility and teacher collaboration become the drivers of improvement because they lead to innovations in teaching and learning.” System-Wide Approach to Collaborative Inquiry
    9. 9. Our“Sandbox” BIPSA SIPSA SEF Empowering Schools - McKinsey K to 12 Instruction Special Growing Education Success Plan Learning For All System-Wide Approach to Collaborative Inquiry
    10. 10. Our“Sandbox” BIPSA SIPSA SEF Collaborative Empowering Inquiry Schools - McKinsey K to 12 K to 12 Instruction Special Growing Education Plan Success Learning For All System-Wide Approach to Collaborative Inquiry
    11. 11. Visible Learning 2011-2012• Year 3 – “Collaborative Inquiry” 60 elementary and 15 secondary schools Principal selected school teams “Family of Schools” organization with the S.O. involved in every session Four full-day sessions Process-based sessions, guiding schools through model of Collaborative Inquiry Focus on schools owning learning based on current student learning needs Intentional alignment of SIPSA to Collaborative Inquiry Focus System-Wide Approach to Collaborative Inquiry
    12. 12. Big Picture of Collaborative Inquiry Consider common student learning needs and classroom practice. Develop an inquiry question. VL Session One Professional Learning Determine sources of evidence related to your question. Collect evidence.Consider the impact VL Session Two of your inquiry on Examine your evidence student learning. to determine trends.Report your findings. Reflect on possible next VL Learning Fair steps. (Early May) VL Session Three System-Wide Approach to Collaborative Inquiry
    13. 13. SyIT Collaborative Inquiry• Engage school teams in collaborative inquiry linked to student needs identified in School Improvement Plans• Implement selected improvement strategies with greater depth and precision• Build a culture of collaborative inquiry• Improve student learning System-Wide Approach to Collaborative Inquiry
    14. 14. Our Evidence Collection• Exit tickets after each session• Anecdotal feedback throughout sessions from multiple sources• Principals surveyed on implementation• School team reflections System-Wide Approach to Collaborative Inquiry
    15. 15. Emerging Themes1. The process resulted in an alignmentbetween the work/learning that is happeningin the schools and the system improvementefforts System-Wide Approach to Collaborative Inquiry
    16. 16. Emerging Themes“we are starting to hear that senior administrationhonours our professionalism and trusts ourknowledge and that they let us make decisionsthat suit our own needs and our students needs” – Elementary School Principal91% of the teacher actions articulated in theinquiry questions reflect a strategy in the BIPSA. System-Wide Approach to Collaborative Inquiry
    17. 17. Emerging Themes2. De-privatization of practice is occurringand teams are collaborating with colleagueswithin and across content-areas, grades,and divisions. System-Wide Approach to Collaborative Inquiry
    18. 18. Emerging Themes“there have been more teacher-to-teacherconversations. We are trying to focus on cross-division. This is new collaboration – somethingwe haven‟t done before”-Elementary School Teacher“I am beginning the open-door policy – posting anemail to invite teachers to come to my class…toget feedback”-Elementary School Teacher System-Wide Approach to Collaborative Inquiry
    19. 19. Emerging Themes3. Teams valued the process ofcollaborative inquiry, focused on studentlearning needs, the curriculum, engaged inthe use of data, and reflected upon theirpractice as a result. System-Wide Approach to Collaborative Inquiry
    20. 20. Emerging Themes“This has been the most inspiring, valuable workshops –before it was “here, try something new – do it” and nowwe are owning it! It is what we are saying with kids –give them ownership and they will soar”-Elementary School Teacher“I can‟t believe how my teaching has changed. I used tojust go through the curriculum but now I seem to bereally looking at whether the kids actually got it before Imove on…I‟m really thinking about the kids‟ learning”-Elementary School Teacher System-Wide Approach to Collaborative Inquiry
    21. 21. Supporting our Learning• Please complete a feedback card including any thoughts, insights or reflections you have on our work to continue our learning. System-Wide Approach to Collaborative Inquiry
    22. 22. Principal ReflectionsJan Fairall – Hetherington Public SchoolDustin O’Neil – Prince Andrew Public School System-Wide Approach to Collaborative Inquiry
    23. 23. Reflections and Plans for Next Year• All elementary and secondary included• Four full-day sessions• Principal selected school teams• Schools organized by identified student need with continued S.O. involvement• Sessions support collaborative inquiry process and content based on specific student learning need and the related professional learning need• Continue to use model to inform SIPSA and system supports eg. coaches, PD sessions, PLC’s, hubs and networks System-Wide Approach to Collaborative Inquiry
    24. 24. Question and AnswerSystem-Wide Approach to Collaborative Inquiry

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