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Teacher Change in a Tech Rich School
This document outlines Neil Stephenson's role as the PD/Outreach Coordinator at the Calgary Science School, which has a focus on inquiry-based learning, technology integration, and outdoor education. It describes some of the key strategies and practices that Stephenson uses to lead teacher change at the school, including establishing a consistent vision, promoting collaboration, cultivating a culture of sharing, examining student work, conducting lesson studies, and providing instructional supports and digital tools for teachers. The document also shares Stephenson's experience transitioning from a classroom teacher to a catalyst for change and highlights a case study around implementing digital portfolios.
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Teacher Change in a Tech Rich School
- 1. LEADING TEACHER CHANGE IN A TECHNOLOGY RICH SCHOOL Neil Stephenson Calgary Science School
- 2.
- 3. BIO ⢠PD / Outreach Coordinator
- 4. BIO ⢠PD / Outreach Coordinator ⢠http://www.thinkinginmind.com
- 5. BIO ⢠PD / Outreach Coordinator ⢠http://www.thinkinginmind.com ⢠Twitter: @neilstephenson
- 6. BIO ⢠PD / Outreach Coordinator ⢠http://www.thinkinginmind.com ⢠Twitter: @neilstephenson ⢠email: neil.s@calgaryscienceschool.com
- 8. Calgary Science SchoolConnect! Blog
- 9. Calgary Science SchoolConnect! Blog http://calgaryscienceschool.blogspot.com
- 10. Calgary Science SchoolConnect! Blog http://calgaryscienceschool.blogspot.com
- 11. Calgary Science SchoolConnect! Blog http://calgaryscienceschool.blogspot.com Project Ideas
- 12. Calgary Science SchoolConnect! Blog http://calgaryscienceschool.blogspot.com Project Ideas Assessment Practices
- 13. Calgary Science SchoolConnect! Blog http://calgaryscienceschool.blogspot.com Project Ideas Assessment Practices Student Work
- 14. Calgary Science SchoolConnect! Blog http://calgaryscienceschool.blogspot.com Project Ideas Assessment Practices Student Work PD Materials
- 15. Calgary Science SchoolConnect! Blog http://calgaryscienceschool.blogspot.com Project Ideas Assessment Practices Student Work PD Materials Interviews with Teachers/Students
- 17. ⢠600 students in grade 4-9
- 18. ⢠600 students in grade 4-9 ⢠focus on (1) inquiry based learning, (2) technology integration and (3) outdoor education
- 19. ⢠600 students in grade 4-9 ⢠focus on (1) inquiry based learning, (2) technology integration and (3) outdoor education ⢠full 1:1 - 600 macbooks
- 20.
- 21. 1:1 So Far ⢠statistical correlation between teaching practices and engagement
- 22. 1:1 So Far ⢠statistical correlation between teaching practices and engagement ⢠technology to communicate, collaboration, share understanding
- 23. 1:1 So Far ⢠statistical correlation between teaching practices and engagement ⢠technology to communicate, collaboration, share understanding ⢠tools for assessment, portfolios
- 24. 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
- 25. Sharon Friesen onthe Calgary Science School
- 26. If teacher learningis to be productive, professional development must guided by meaningful analysis of practice. Teachers must be involved in evaluation of student 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
- 27. collaboration lesson study culture of sharing consistent vision examining student work digital tools instructional supports
- 28.
- 29. CONSISTENT VISION ⢠Galileo Inquiry Rubric
- 30. CONSISTENT VISION ⢠Galileo Inquiry Rubric ⢠Making Inquiry Visible
- 31. CONSISTENT VISION ⢠Galileo Inquiry Rubric ⢠Making Inquiry Visible ⢠Exemplary Teaching Framework
- 32.
- 33. COLLABORATION ⢠inquiry is WHAT we do - collaboration is HOW we do it
- 34. COLLABORATION ⢠inquiry is WHAT we do - collaboration is HOW we do it ⢠subject / grade partners
- 35. COLLABORATION ⢠inquiry is WHAT we do - collaboration is HOW we do it ⢠subject / grade partners ⢠schedule 2010/2011
- 36. COLLABORATION ⢠inquiry is WHAT we do - collaboration is HOW we do it ⢠subject / grade partners ⢠schedule 2010/2011
- 37. COLLABORATION ⢠inquiry is WHAT we do - collaboration is HOW we do it ⢠subject / grade partners ⢠schedule 2010/2011
- 39. 10% 43% 46% 3% 43% 54% 23% 54% 23%
- 40.
- 41. CULTURE OF SHARING â˘whole staff
- 42. CULTURE OF SHARING â˘whole staff â˘subject teams
- 43. CULTURE OF SHARING â˘whole staff â˘subject teams â˘most tech PD
- 44. EXAMINING STUDENT WORK
- 46.
- 47. â˘Focus on Student Learning â˘CollaborativeKnowledge Building about teaching practice (inquiry into inquiry)
- 48. â˘Focus on Student Learning â˘CollaborativeKnowledge Building about teaching practice (inquiry into inquiry) â˘Opportunity to slow down - carefully examine âlearningâ
- 49. â˘Focus on Student Learning â˘CollaborativeKnowledge Building about teaching practice (inquiry into inquiry) â˘Opportunity to slow down - carefully examine âlearningâ â˘Make practice public and transparent
- 50. Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 51. Traditional PD models Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 52. Traditional PD models purpose is knowledge acquisition Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 53. Traditional PD models purpose is knowledge acquisition Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 54. Traditional PD models purpose is knowledge acquisition â˘knowledge is transmitted Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 55. Traditional PD models purpose is knowledge acquisition â˘knowledge is transmitted â˘learning is cognitive Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 56. Traditional PD models purpose is knowledge acquisition â˘knowledge is transmitted â˘learning is cognitive â˘knowledge is the end goal Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 57. Traditional PD models purpose is knowledge acquisition â˘knowledge is transmitted â˘learning is cognitive â˘knowledge is the end goal professional learning is: Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 58. Traditional PD models purpose is knowledge acquisition â˘knowledge is transmitted â˘learning is cognitive â˘knowledge is the end goal â˘consumer model professional learning is: Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 59. Traditional PD models purpose is knowledge acquisition â˘knowledge is transmitted â˘learning is cognitive â˘knowledge is the end goal â˘consumer model professional learning is: â˘didactic Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 60. Traditional PD models purpose is knowledge acquisition â˘knowledge is transmitted â˘learning is cognitive â˘knowledge is the end goal â˘consumer model professional learning is: â˘didactic Taken from: ReďŹective â˘individual Practice for Educators, Osterman and Kottkamp, 2004
- 61. Traditional PD models purpose is knowledge acquisition â˘knowledge is transmitted â˘learning is cognitive â˘knowledge is the end goal â˘consumer model professional learning is: â˘didactic â˘individual â˘acontextual Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 62. Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 63. ReďŹective PD models Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 64. ReďŹective PD models purpose is: understanding & competence Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 65. ReďŹective PD models purpose is: understanding & competence Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 66. ReďŹective PD models purpose is: understanding & competence â˘knowledge is constructed Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 67. ReďŹective PD models purpose is: understanding & competence â˘knowledge is constructed â˘learning is personal and holistic Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 68. ReďŹective PD models purpose is: understanding & competence â˘knowledge is constructed â˘learning is personal and holistic â˘knowledge is a tool Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 69. ReďŹective PD models purpose is: understanding & competence â˘knowledge is constructed â˘learning is personal and holistic â˘knowledge is a tool professional learning is: Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 70. ReďŹective PD models purpose is: understanding & competence â˘knowledge is constructed â˘learning is personal and holistic â˘knowledge is a tool â˘productive professional learning is: Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 71. ReďŹective PD models purpose is: understanding & competence â˘knowledge is constructed â˘learning is personal and holistic â˘knowledge is a tool â˘productive professional learning is: â˘dialectic Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 72. ReďŹective PD models purpose is: understanding & competence â˘knowledge is constructed â˘learning is personal and holistic â˘knowledge is a tool â˘productive professional learning is: â˘dialectic â˘collaborative Taken from: ReďŹective Practice for Educators, Osterman and Kottkamp, 2004
- 73. ReďŹective PD models purpose is: understanding & competence â˘knowledge is constructed â˘learning is personal and holistic â˘knowledge is a tool â˘productive professional learning is: â˘dialectic â˘collaborative Taken from: ReďŹective Practice for Educators, â˘contextual Osterman and Kottkamp, 2004
- 74. Examining Student WorkFramework
- 75. Examining Student WorkFramework â˘ďŹexible framework allows for wide variety of teacher personality/delivery
- 76. Examining Student WorkFramework â˘ďŹexible framework allows for wide variety of teacher personality/delivery â˘honours teacher experiential knowledge
- 77. Examining Student WorkFramework â˘ďŹexible framework allows for wide variety of teacher personality/delivery â˘honours teacher experiential knowledge â˘teacher becomes âresearcher... engaged in a continual process of self-education.â
- 78. Examining Student WorkFramework â˘ďŹexible framework allows for wide variety of teacher personality/delivery â˘honours teacher experiential knowledge â˘teacher becomes âresearcher... engaged in a continual process of self-education.â â˘collaborative search for understanding - versus âdelivering someone elseâs mailâ
- 80. Three parts ofâExamining Student Workâ:
- 81. Three parts ofâExamining Student Workâ: â˘Examination of Task: âWhat topics are worth our students time?â
- 82. Three parts ofâExamining Student Workâ: â˘Examination of Task: âWhat topics are worth our students time?â â˘Examination of Assessment: âHow are we designing assessment practices so all students can succeed?â
- 83. Three parts ofâExamining Student Workâ: â˘Examination of Task: âWhat topics are worth our students time?â â˘Examination of Assessment: âHow are we designing assessment practices so all students can succeed?â â˘Examination of Student Work: âWhat do we count as evidence of deep understanding?â
- 84. Example of âExaminingStudent Workâ Analysis
- 85. Example of âExaminingStudent Workâ Analysis Grade 9: Study of Biofuels
- 86. Example of âExaminingStudent Workâ Analysis Grade 9: Study of Biofuels
- 87.
- 88. LESSON STUDIES ⢠Math: Proportional Thinking ⢠Humanities: Voice
- 89.
- 90.
- 91.
- 92. INSTRUCTIONAL SUPPORTS â˘Instructional Technologist â˘Galileomentors â˘Administrators
- 93. INSTRUCTIONAL SUPPORTS â˘Instructional Technologist â˘Galileomentors â˘Administrators â˘PD/Outreach Coordinator
- 94.
- 95. MY EXPERIENCE ⢠transition from teacher to âcatalyst for changeâ
- 96. MY EXPERIENCE ⢠transition from teacher to âcatalyst for changeâ ⢠relationships
- 97. MY EXPERIENCE ⢠transition from teacher to âcatalyst for changeâ ⢠relationships ⢠âcold-callingâ
- 98. MY EXPERIENCE ⢠transition from teacher to âcatalyst for changeâ ⢠relationships ⢠âcold-callingâ ⢠small nudges / different approaches
- 99. MY EXPERIENCE ⢠transition from teacher to âcatalyst for changeâ ⢠relationships ⢠âcold-callingâ ⢠small nudges / different approaches ⢠documenting and sharing
- 100. MY EXPERIENCE ⢠transition from teacher to âcatalyst for changeâ ⢠relationships ⢠âcold-callingâ ⢠small nudges / different approaches ⢠documenting and sharing ⢠establishing internal collaboration
- 101. MY EXPERIENCE ⢠transition from teacher to âcatalyst for changeâ ⢠relationships ⢠âcold-callingâ ⢠small nudges / different approaches ⢠documenting and sharing ⢠establishing internal collaboration ⢠striving for consistency
- 102.
- 103. DIGITAL TOOLS â˘Wikis for Lesson Study
- 104. DIGITAL TOOLS â˘Wikis for Lesson Study ⢠Google Docs
- 105. DIGITAL TOOLS â˘Wikis for Lesson Study ⢠Google Docs ⢠Google Sites
- 106. DIGITAL TOOLS â˘Wikis for Lesson Study ⢠Google Docs ⢠Google Sites ⢠IO
- 107. DIGITAL TOOLS â˘Wikis for Lesson Study ⢠Google Docs ⢠Google Sites ⢠IO ⢠Tech PD
- 108. Digital Portfolios: TeacherChange in Action
- 109. Digital Portfolios: TeacherChange in Action Teacher Buy-in
- 110. Digital Portfolios: TeacherChange in Action Teacher Buy-in Open Communication between Teachers and Administration
- 111. Digital Portfolios: TeacherChange in Action Teacher Buy-in Open Communication between Teachers and Administration Deep, sustained collaboration among Fine Arts / PE teachers
- 112. Digital Portfolios: TeacherChange 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
- 113. Digital Portfolios: TeacherChange 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 ModiďŹed Schedule
- 114. Digital Portfolios: TeacherChange 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 ModiďŹed Schedule
- 115. Digital Portfolios: TeacherChange 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 ModiďŹed Schedule
- 116. Digital Portfolios: TeacherChange 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 ModiďŹed Schedule
- 117. Digital Portfolios: TeacherChange 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 ModiďŹed Schedule
- 118.
- 119. collaboration lesson study culture of sharing consistent vision examining student work digital tools instructional supports
- 120.
- 121. ?? ⢠http://www.thinkinginmind.com
- 122. ?? ⢠http://www.thinkinginmind.com ⢠http://calgaryscienceschool.blogspot.com
- 123. ?? ⢠http://www.thinkinginmind.com ⢠http://calgaryscienceschool.blogspot.com ⢠Twitter: @neilstephenson
- 124. ?? ⢠http://www.thinkinginmind.com ⢠http://calgaryscienceschool.blogspot.com ⢠Twitter: @neilstephenson ⢠email: neil.s@calgaryscienceschool.com
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