1. 1 Our best thinking at this point and time about professional learning models

2. INTRO 2

3. The Compelling Why Most reforms stop short at the classroom door; all available evidence suggests that classroom practice has changed little in the past 100 years. Lewis, Perry & Hurd, 2004 A Deeper Look at Lesson Study Educational Leadership

4. Five Characteristics of Effective Professional Learning The following five characteristics should be considered by anyone charged with, or seeking to provide professional learning experiences for Ontario’s teachers i) Coherent ii) Attentive to Adult Learning Styles iii) Goal-oriented iv) Sustainable v) Evidence-informed Recommendations to the Partnership Table on Teacher Professional Learning (2007)

5. Characteristics of Effective Professional Learning Across multiple studies, there is clear evidence that sustained, iterative, teacher- directed and collaborative models of professional learning support significant gains in teacher efficacy. Dr. Cathy Bruce, Science & Technology Education Group (2012)

6. MATH KNOWLEDGE FOR TEACHING 6

7. Impact of MKT

8. Developing MKT

9. WHY THIS IS IMPORTANT

10. Current Professional Learning Models Workshops Webinars/on-line studies Lesson Study CIL-M Inquiry Transition PLCs Demonstration classrooms Coaching Collaborative Assessment/Resource Development 10

11. Diagram up Inquiry (and research)

12. Collaborative Action Research 12 The process of action research allows educators to: reflect on an issue or a problem relevant to their teaching; to determine what research question(s) they are trying to answer; to implement an intervention designed to address the problem; to collect and analyse data to determine if their intervention is having an effect, and; to implement changes in their practice based on their findings. www.tmerc.ca

13. Models: Looks like / Doesn’t look like

14. WHAT WE LEARNED

15. What was the impact for teachers? 15

16. Avoiding Pitfalls of Professional Learning Myth: no budget for release time = no pd Myth: no planning needed just show up (carefully plan content, strategies, dynamics and trajectories) Myth: drop in-between meeting/session activity Myth: PLC is separate from CIL-M “doing CIL-M” from Inquiry Myth: Growing too quickly Who is a knowledgeable other? How do they facilitate? A coach is a coach (no special training, and don’t need support themselves)

17. INTEGRATING THIS KNOWLEDGE (CONSOLIDATE) 17

18. What opportunities can you create for… slowing it down? sustaining focus on a precise content piece? building purposeful professional learning networks with researchers? supporting teachers as co-learners? 18

19. Questions connected to key characteristics

20. Why Important? Agency (empowerment, ownership and constructive urgency) Content learning (close attention to student work, listening and noticing) Sustainability (will and capacity to continue)

21. So Let’s Analyse Math CAMPPP Consider the key characteristics of professional learning: Where is it stronger? Where is it weaker? What could be revised?