Facilitating Learning Teams using the Professional Learning Cycle Adobe Connect for Board Teams of Learning Team Facilitators January, 2011 Welcome to the Student Success/Learning to 18 Differentiated Instruction Summer Program. This is the second year of DI Summer Programs for educators of Grade 7-12 students. Last year Student Success provided modules for teachers only. This year, to build leadership capacity for DI, Student Success has provided three modules; one for teachers, one for administrators and one for this group – the DI knowledgeable facilitators. Student Success/Learning to 18 SS/L-18ITEB 2010 The Professional Learning Cycle 1

Session Materials PowerPoint slide summary Handout 1: Facilitation Approaches and Standards Handout 2: A Professional Learning Cycle Handout 3: Plan - Data Sets Handout 4: Observe - Shared Practice Scenarios Handout 5: Collaborative Inquiry Continuum See confirmation email or http://community.elearningontario.ca/index-en.asp SS/L-18ITEB 2010 The Professional Learning Cycle

Poll I have facilitated learning teams using a Professional Learning Cycle: never as a shared responsibility with others a few times many times SS/L-18ITEB 2010 The Professional Learning Cycle 3

A rose by any other name… Collaborative Inquiry e.g. TLCP Action Research Lesson Study The Professional Learning Cycle is driven by student learning needs. SS/L-18ITEB 2010 The Professional Learning Cycle

Professional Learning Cycle The goal of the Professional Learning Cycle Strategy is to increase student engagement and achievement by providing a process for professional learning that is driven and focused by student learning needs. If DI is ‘the what’ for implementation then the Professional Learning Cycle is the how……. SS/L-18ITEB 2010 The Professional Learning Cycle

Agenda Minds On Poll Welcome and Introductions Purpose and Context Action Facilitation Approaches and Standards Complementary Roles Shared Practice PLAN ACT OBSERVE REFLECT Consolidation Reflection and Next Steps The agenda for the session is set up using the three part lesson plan; Minds On Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning Action Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided – independent) Consolidation Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection Note that this is the lesson planning model used in the DI Teaching Learning Examples. Templates for the 3 part lesson design are available at www.edugains.ca and in the DI Scrapbook. SS/L-18ITEB 2010 The Professional Learning Cycle 6 6

Session Purpose Share practice and build capacity in facilitating learning teams using the professional learning cycle Sharpen the focus on identifying and addressing student learning needs on an ongoing basis SF SS/L-18ITEB 2010 The Professional Learning Cycle 7

E-Protocols Use signals (bottom left hand corner) Use “Raise hand” to volunteer to speak Identify yourself before speaking Use the CHAT Pod to communicate with the whole group or privately with a colleague by selecting from the drop down menu Mute your phone or polycom when not speaking to the large group (*6) SS/L-18ITEB 2010 The Professional Learning Cycle 8

Introductions SS/L-18ITEB 2010 The Professional Learning Cycle

Provincial Context: Core Priorities High Levels of Student Achievement Reducing the Gaps in Student Achievement Increased Public Confidence in Our Publicly Funded Schools Note that these 3 goals have remained consistent since the Student Success Strategy began in 2003. Differentiated instruction is an important means to reaching all three goals. SS/L-18ITEB 2010 The Professional Learning Cycle 10

Student Success/Learning to 18 Focusing on the Core Priorities, Grades 7-12 Programs (e.g., SHSM) Interventions (e.g., Credit Recovery) Effective Instruction (i.e., DI Professional Learning Strategy) ALL SOME Necessary for some; good for all SS/L-18ITEB 2010 The Professional Learning Cycle 11

School Effectiveness Framework SS/L-18ITEB 2010 The Professional Learning Cycle 12

School Effectiveness Framework School and Classroom Leadership 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning SS/L-18ITEB 2010 The Professional Learning Cycle

Learning Teams Professional learning team meetings have one primary purpose: improved teaching and learning in an area of identified student need. The aim is… to provide a way for teachers to become increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams. If DI is ‘the what’ for implementation then the Professional Learning Cycle is the how……. Source: The Evolution of a Professional Learning Team, Tools for Schools (NSDC), Nov./ Dec. 2008 SS/L-18ITEB 2010 The Professional Learning Cycle

Implications of School-based Inquiry Teams Using a collaborative inquiry model: (Shifts teacher) attribution of improved student performance to … teaching rather than external causes (Gives focus to) an academic problem long enough to develop an instructional solution SOURCE: Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-based Inquiry Teams 1, Ronald Gallimore, LessonLab Research Institute & UCLA, May 2009 SS/L-18ITEB 2010 The Professional Learning Cycle

Agenda Minds On Poll Welcome and Introductions Purpose and Context Action Facilitation Approaches and Standards Complementary Roles Shared Practice PLAN ACT OBSERVE REFLECT Consolidation Reflection and Next Steps The agenda for the session is set up using the three part lesson plan; Minds On Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning Action Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided – independent) Consolidation Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection Note that this is the lesson planning model used in the DI Teaching Learning Examples. Templates for the 3 part lesson design are available at www.edugains.ca and in the DI Scrapbook. SS/L-18ITEB 2010 The Professional Learning Cycle 16 16

Knowing the Learner POLL Think about your experience as a facilitator and select the option that best describes you as a facilitator: Mickey Mouse The Librarian Einstein Elmo Eeyore SS/L-18ITEB 2010 The Professional Learning Cycle

Facilitation Approaches and Standards Read A and B: Approaches – Instructional and Facilitative Standards HANDOUT 1 SS/L-18ITEB 2010 The Professional Learning Cycle

Facilitation Approaches and Standards: Board Groups For either A. Approaches or B. Standards, think about examples of when you have attended (might attend) to one of these aspects of facilitation and how you did it. Raise your hand when you are ready to share a comment or example. The research literature related to facilitation often refers to a number of approaches, key skills and ways of working. This activity provides an opportunity to take a brief look at these aspects of facilitation. Participants locate their Facilitation knowledge and skills handout. Each table group member will read a segment and then all will share. Each table participant will get a chance to facilitate an activity for their table and to practice an agreed-upon aspect of facilitation . 19

Facilitator Role The facilitator . . . leads the processes used in a meeting, choreographs the energy within the group, maintains a focus on one content and one process at a time. Adapted from: Garmston and Wellman, The Adaptive School, p.27 Results from the project schools and research indicate that the facilitator plays a key role in supporting learning teams. Facilitators may be school-based, a resource teacher for a family of schools, central program staff, etc. Without a facilitator a team may lose focus, bog down, neglect standards and norms etc. Without a DI knowledgeable facilitator a team may miss key elements in the data or misunderstand key concepts related to DI A facilitator is an individual who's job is to help to manage a process of  information exchange. While an  expert's" role is to offer advice,  particularly about the content of a discussion, the facilitator's role is to help  with HOW the discussion is proceeding.  In short, the facilitator's responsibility is to address the journey, rather than  the destination. 

Collaborative Inquiry Continuum When meeting as a learning team, our work together is facilitated… HANDOUT 2 SS/L-18ITEB 2010 The Professional Learning Cycle 21

Complementary Roles Think: How do facilitators/ informal leaders and formal leaders support each other in their roles? SS/L-18ITEB 2010 The Professional Learning Cycle 22

Informal and Formal Leaders Instructional leadership Set direction Roles are a function of relationships, influence and activities Lead, participate and share – activity-based and expertise driven Organize, manage, design and build collaborative processes and communities Operational and instructional leadership Articulate vision Role of authority Support teachers in learning – advocacy, time and resources, delegate, distribute power Create conditions for collaboration Indicate that clarifying roles to understand one’s role fosters productive collaborative work and distributes leadership. This clarity allows for deeper implementation. Many of the characteristics of informal leaders are also shown by formal leaders. Informal leadership: A process of influencing colleagues and administrators to improve teaching and learning practices with the aim of increasing student learning and achievement Informal Instructional leadership Set direction Roles are a function of relationships, influence and activities Lead, participate and share – activity-based and expertise driven Organize, manage, design and build collaborative processes and communities Formal Operational and instructional leadership Articulate vision Role of authority Support teachers in learning – advocacy, time and resources, Delegate, distribute power Create conditions for collaboration Katz, Earl, Jaafar, Building and Connecting Learning Communities, p.61 Katz, Earl, Jaafar (2009). Building and Connecting Learning Communities, p.61 SS/L-18ITEB 2010 The Professional Learning Cycle 23

Leadership and Student Learning After teaching, the second most influential factor on student learning is leadership (shared; formal and informal). Most-effective leadership dimension:  promoting and participating in teacher learning and development School-level Factors influencing Student Learning #1: teaching #2: leadership (shared; formal and informal) Vivian Robinson, 2007, School Leadership and Student Outcomes: Identifying What Works and Why in Earl and Katz, Creating a Culture of Inquiry in Blankstein, 2010: Data Enhanced Leadership SS/L-18ITEB 2010 The Professional Learning Cycle 24

A Professional Learning Cycle This version of a Professional Learning Cycle emerged form the work of Student Success/Learning to 18 with the DI project schools . It can be found on page 33 of the 2010 DI Facilitator’s Guide HANDOUT 3 SS/L-18ITEB 2010 The Professional Learning Cycle 25 25 25

Collaborative Inquiry … a way of ensuring that collaboration goes beyond casual story swapping and becomes true, intentional joint work that results in new understandings that will move practice forward Katz, Earl & Jaafar, (2009). Building and Connecting Learning Communities, p.74. SS/L-18ITEB 2010 The Professional Learning Cycle 26 26

Professional Learning Cycle For each unit/module: PLAN examine student data and work to identify areas of need determine/access professional learning in order to address areas of student need and to differentiate to reach all ACT/OBSERVE implement, adjust, engage in professional learning, share practice REFLECT examine student data and work to determine impact, lessons learned, next steps for student and educator learning STUDENT LEARNING EDUCATOR LEARNING Please turn to your Professional Learning Cycle handout for more details on each of the four stages SS/L-18ITEB 2010 The Professional Learning Cycle 27

Depth Classroom Board DATA / EVIDENCE-BASED School ALIGNED (BIP) (SIP) (planning for teaching and learning) collaborative inquiry – professional learning cycle Depth: tri-level alignment…..data-informed planning Specificity: who? Precision: what? (AfL) and How? (DI) SS/L-18ITEB 2010 The Professional Learning Cycle 28

Example Classroom Board School (BIP) (SIP) Literacy: Writing Board (BIP) Literacy: Writing Gr. 9 & 10 Applied/Open School (SIP) Literacy: Writing Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart) Classroom (planning for teaching and learning) Professional Learning Cycle (collaborative inquiry) Common assessment – may just be a common area on the achievement chart – rather than a completely common assessment – relevance across subjects need to remain as driving force e.g. expression and organization of ideas (focus on writng) SS/L-18ITEB 2010 The Professional Learning Cycle 29

PLAN Student learning need focuses educator learning 30 SS/L-18ITEB 2010 The Professional Learning Cycle 30 30

PLAN In the CHAT Pod, please list: one or more examples of data/evidence your team could examine to determine a student learning need the identified student need EXAMPLE: Evidence: Assignment completion; E, G, S, Ns for ‘independent work’ learning skill; Attendance Need: increased student engagement SS/L-18ITEB 2010 The Professional Learning Cycle

PLAN - Debrief Read through the examples What similarities and differences do you notice? Questions? (Raise your hand) SS/L-18ITEB 2010 The Professional Learning Cycle 32

Precise Focus on Student Learning Needs (Closing the Gap) For each unit/module consider: specific groups of students (e.g., in the 40-59% range, disengaged and underachieving OR 4 or 5 students with varied needs Who are they? Why does each group/student typically achieve in this range? How can these needs be addressed in the upcoming unit/module? How do these needs relate to the needs of others in the class? How can instruction be differentiated to reach all learners? STUDENT LEARNING TEACHER LEARNING e.g., worth considering: borderline students 40-59 How many of these are: boys in grade 7 and 8 who could be more successful and take more academic course types in grade 9 Boys in grades 9 and10 – who achieve significantly less than girls across the board Students who ‘just pass’ in 9 and 10 and end up as late leavers in grade 11 and 12? SS/L-18ITEB 2010 The Professional Learning Cycle 33

Data Set Topics Select a data set to examine: HANDOUT 3 Select a data set to examine: Data Set 1: Career Studies Data Set 2: Cross-curricular - Reading Readiness Data Set 3: Math - Solving Linear Equations Data Set 4: Cooperative Education - Reflection SS/L-18ITEB 2010 The Professional Learning Cycle

Data Sets Based on the data/evidence: Identify an area of student need Determine a focus for educator learning What evidence would indicate that the need has been addressed? Note your responses in the Chat Pod for that Data Set. HANDOUT 3 SS/L-18ITEB 2010 The Professional Learning Cycle

Collaborative Inquiry Continuum When meeting as a learning team, our work together… HANDOUT 2 SS/L-18ITEB 2010 The Professional Learning Cycle 36

ACT Implementing strategies to meet student needs SS/L-18ITEB 2010 The Professional Learning Cycle 37

Are Canadian Youth Engaged at School? Although many students are engaged at school, overall levels of social and academic engagement are quite low. Levels of intellectual engagement – which tap into students’ sense of interest, feelings about the relevance of school work, and motivation to do well in class – are significantly lower than levels of social and academic engagement. Levels of student engagement decline steadily throughout the middle and secondary school grades. http://www.cea-ace.ca/res.cfm?subsection=wdy SS/L-18ITEB 2010 The Professional Learning Cycle 38 38

Motivation  high effect size A Focus on Instruction Motivation  high effect size John Hattie (2008), Visible Learning, p.240 … motivation is highest when students are competent, have sufficient autonomy, set worthwhile goals, get feedback, and are affirmed by others. Hattie, Visible Learning, p.48 Also highlights the importance of instruction Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement By John Hattie ISBN: 978-0-415-47618-8 Publish Date: November 17th 2008 This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. SS/L-18ITEB 2010 The Professional Learning Cycle 39 39 39

A Focus on Instruction Teachers are among the most powerful influences in learning…. John Hattie (2008), Visible Learning, p.240 … teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships … are more likely to have above average effects on student achievement. Hattie, Visible Learning, p.126 Also highlights the importance of instruction Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement By John Hattie ISBN: 978-0-415-47618-8 Publish Date: November 17th 2008 This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. SS/L-18ITEB 2010 The Professional Learning Cycle 40 40 40

A Focus on Instruction Participants may also wish to jot notes and thoughts about DI on this framework diagram. The Educator’s Guide is organized around the DI Instructional Framework. SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy SS/L-18ITEB 2010 The Professional Learning Cycle 41

ACT – Four Corners What is the role of formal and informal leaders in the ACT phase? How might the ACT phase look different for different team members? What logistical challenges do you foresee and how might these be overcome? Identify ways to assist or support teachers as they adjust their instruction based on what they learn about their students. SS/L-18ITEB 2010 The Professional Learning Cycle 42

ACT – Four Corners ACT – Four Corners Select a question to discuss as a team or to think about as an individual. Raise your hand if you would like to share a point with the large group. SS/L-18ITEB 2010 The Professional Learning Cycle

Collaborative Inquiry Continuum When meeting as a learning team, our work together… HANDOUT 2 SS/L-18ITEB 2010 The Professional Learning Cycle 44

OBSERVE Sharing instructional practice to monitor student learning and enhance educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 45 45

Student Work “One of the most powerful ways to ensure that any (learning team) stays focused – whether within or across schools – is by making sure that it is anchored by actual student work.” p. 76 “Having actual student work is at the center of the collaborative inquiry exercise. It creates the opportunity for evidence-driven, focused professional learning conversations.” p. 76 K-12 message: examine student work to support student learning specifically Learning teams and networks – and informal leaders Excellent section on collaborative inquiry and Temperley’s learning cycle work (NZ) Katz, Earl, Jaafar, 2009 (Corwin) SS/L-18ITEB 2010 The Professional Learning Cycle

OBSERVE: E-Group Scenarios Select a scenario in which you are interested or have had previous experience. Note your response/thoughts to the question in the chat pod for that Scenario. Raise your hand if you would like to share with the whole group. HANDOUT 4 SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy

Collaborative Inquiry Continuum When meeting as a learning team, our work together… HANDOUT 2 SS/L-18ITEB 2010 The Professional Learning Cycle 48

REFLECT Examining evidence to reflect on student and educator learning SS/L-18ITEB 2010 The Professional Learning Cycle 49

Reflect Key Questions for Reflection How might you assist your learning team in determining whether the strategies they have used have made a difference? How will you help members of your learning team determine what they have learned and, based on student learning needs, their next steps for professional learning? SS/L-18ITEB 2010 The Professional Learning Cycle 50

Collaborative Inquiry Continuum HANDOUT 2 When meeting as a learning team, our work together… SS/L-18ITEB 2010 The Professional Learning Cycle 51

Agenda Minds On Poll Welcome and Introductions Purpose and Context Action Facilitation Approaches and Standards Complementary Roles Shared Practice PLAN ACT OBSERVE REFLECT Consolidation Reflection and Next Steps The agenda for the session is set up using the three part lesson plan; Minds On Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning Action Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided – independent) Consolidation Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection Note that this is the lesson planning model used in the DI Teaching Learning Examples. Templates for the 3 part lesson design are available at www.edugains.ca and in the DI Scrapbook. SS/L-18ITEB 2010 The Professional Learning Cycle 52 52

Consolidation Reflection Think about something that has resonated for you or that is particularly relevant for your board team. Raise your hand if you would like to share with the large group. Next Steps Meet as a team to review the session and plan next steps. SS/L-18ITEB 2010 The Professional Learning Cycle 53

Thank you. anne.clifton@ontario.ca karen.greenham@ontario.ca linda.staudt@ontario.ca shawna.eby@ontario.ca demetra.saldaris@ontario.ca (manager) SS/L-18ITEB 2010 The Professional Learning Cycle 54