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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.

Published in: Education
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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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