1 PROFESSIONAL LEARNING within a COLLABORATIVE INQUIRY FRAMEWORK The professional learning cycle: serves as a process for professional learning is driven by student learning/engagement needs can align educator learning and action with planning at all levels– e.g., classroom, division, department, school, cross-panel, board 1

2 2 2 Observe

3 3 3 Sharing instructional practice to monitor student learning and enhance educator learning Using Data Fostering Collaborative Learning Cultures Engaging in Courageous Conversations

4 4 4 Observe High quality, effective professional learning focuses on students, student thinking, and student demonstrations of understanding.

5 5 Reflect Examining evidence to reflect on student and educator learning. Using Data Engaging in Courageous Conversations

6 6 Reflect Classroom-embedded learning where the primary site of inquiry and professional learning is within the classroom context (this also requires an opening of the classroom to ‘guests’ and collaborators)

7 7 Plan

8 8 Student learning needs focus educator learnings Data Setting Goals Engaging in Courageous Conversations

9 9 High quality, effective professional learning involves asset models of learning where all participants consider themselves learners of a subject and learners of ways of teaching that subject. High quality, effective professional learning is focused on subject knowledge for teaching, including content knowledge, pedagogy and technology.

10 Act

11 Implementing strategies to meet student needs. Aligning Resources with Priorities Fostering Collaborative Learning Cultures Engaging in Courageous Conversations Act

12 Act High quality, effective professional learning includes an integrated blend of learning inside and outside of classrooms with a commitment to collaborative inquiry. High quality, effective professional learning includes classroom embedded learning, digital learning and online learning opportunities.