1. Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process Adobe Connect for Facilitators of Learning Teams January, 2015 Building Ownership and Sustainability SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 1 1 Student Success/Learning to 18 Strategic Implementation, Innovation and Support Branch Local: 416-212-8014 Toll-free: 1-866-500-5845 Conference ID: 4000084 (#) Adobe Connect Link: http://conn-o.osapac.org/r2ph9a96jml/ http://conn-o.osapac.org/r2ph9a96jml/

2. My role is that of: 1.School Leader – Administrator 2.School Leader – Other (e.g., Department Head) 3.System Leader 4.Facilitator of CI I feel confident that the teams I work with are moving to ownership and sustainability: 1.rarely 2.sometimes 3.often 4.always SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 2 Poll I have facilitated CI learning teams: 1.not yet 2.as a shared responsibility with others 3.a few times 4.many times

3. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 E-Protocols 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) 3

4. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 4 Introductions Name of Board, SSL and Key Communicator Type and size of team

5. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 20155 Session Materials  Handout 1: CI Scenarios  Handout 2: Discussion Block Notes Organizer  Handout 3: Innovation and the Spiral of Inquiry  Handout 4: Principals as Co-Learners  Handout 5: Facilitating Math Professional Learning  Handout 6: Data Slides  Handout 7: Collaborative Inquiry Continuum

6. Cycle Professional Learning Cycle Resources SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 20156

7. CollaborativeInquiry Modules Collaborative Inquiry Modules SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 7 Each module includes slide presentation, articles and handouts. www.edugains.cawww.edugains.ca 2011201220132014 What is collaborative inquiry? Understanding the Professional Learning Cycle Questioning Skills Four Challenges of Practice Working With Multi- levels Intentional Interruptions Cognitive Biases Gathering Evidence of If and Evidence of then Shrink, Script and Point

8. Session Learning Goals Participants will continue learning how to: establish conditions that support collaborative inquiry by: -providing leadership -creating a safe learning environment and inquiry culture -building commitment deepen the collaborative inquiry process by: -including Students -focusing the Learning -assessing Impact …so they can sustain educator commitment to learning that results in changed practice to address student learning needs. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 20158

9. Agenda Minds On Know the Learner Poll Welcome, Learning Goals, Context Scenario DiscussionAction Supporting Conditions for Effective CI – from Compliance to Commitment Data Discussion Block A: Leadership Discussion Block B: – Creating a safe inquiry culture – Building commitment Action, cont’d Deepening the CI Process – from Superficial to Sustainable Data Discussion Block C: – Including Students – Focussing the Learning – Assessing ImpactConsolidation Team Reflection SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 20159

10. Towards Ownership and Sustainability SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 10 (Fullan and DuFour, 2013. Cultures Built to Last, p. 75) In the early stages of a change process, many people will act out of compliance rather than commitment. True commitment only emerges after people have experienced the change and find that it is generating tangible results that they value.

11. Towards Ownership and Sustainability SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 11 “As educators engage in deeper forms of inquiry, the process becomes central to their professional lives. They will not, in fact they cannot, go back to earlier, unquestioning ways of doing things”. (Timperley, Kaser and Talbot, 2014. Innovation and the spiral of inquiry, p.6) Ensuring sustainability depends on a capacity building ‘habit of mind’. Sustainability is the goal; capacity is the engine that will ultimately power the sustainability journey. (Stoll, 2009. Capacity Building for School Improvement or Creating Capacity for Learning?)

12. Minds On - Scenarios Select one of the two scenarios. Identify strengths and challenges. Consider: – conditions that support the inquiry and/or – the collaborative inquiry process -Note your responses in the chat pod. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 12 HANDOUT 1

13. Scenarios Use the chat pod to note one strength and one challenge. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 13 Scenario 1 StrengthsChallenges Scenario 2 StrengthsChallenges

14. A Closer Look Supporting Conditions Leadership Safe Environment Commitment Deep CI Process Including Students Focussing Learning Assessing Impact ownership and sustainability – leading to changes in educator practice in response to student learning needs SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201514

15. Collaborative Inquiry Continuum SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 HANDOUT 7 15 PROCESS SUPPORTINGCONDITIONS

19. Developing Instructional Capacity SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 2015 19 Research on how educators refine the effectiveness of their instructional practice shows that this development takes place over time and in stages. As instructional practice becomes more effective (i.e., resulting in intended impact on student outcomes), it becomes increasingly complex, student centred, differentiated and informed by ongoing assessment of impact (Marzano, 2011, Kyriakides et al, 2008, Muijs, 2014).

20. Action Discussion Framework 1. Supporting the Conditions for CI - from Compliance to Commitment 2. Deepening the CI Process – from Superficial to Sustainable Each segment includes: tData from the DI in Action Survey tQuotations tVoices from the Field tDiscussion time/reading references SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201520

21. Resource: A framework for transforming learning in schools: Innovation and the spiral of inquiry Introduction How this spiral of inquiry is different Processes and questions – Scanning – Focussing – Developing a Hunch – New Learning – Taking Action – Checking Where to Next? Closing Thoughts Timperley, Kaser and Halbert, 2014. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201521 HANDOUT 3

22. Resource: Collaborative Inquiry Monographs SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201522 HANDOUT 4

23. Resource: Facilitator Voices from the Field Four facilitators from the field reflect on questions related to supporting conditions for collaborative inquiry and deepening the CI process. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201523  Chris Lee - HPEDSB  Therese McMahon - HPEDSB  Sandy Mirabelli - DPCDSB  Sandra Dumart - WRDSB

25. Pause and Reflect To what extent are each of the conditions and supports a focus for your team/school/board? SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201525

26. Supporting Conditions Leadership SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201526 EXTERNAL EXPERTS/FACILITATORS External (to a team, school or board) experts serve varied needs – they can bring a new lens to the interpretation process, help challenge norms within groups that are directed to reinforcing rather than challenging the status quo, assist leaders and teams in learning how to analyse and use data, bring deep knowledge of content and instruction and generally maximize the inquiry experience. SCHOOL LEADERS School level success is a function of principals, acting as lead learners, ensuring that the group focuses on a small number of key elements: specific goals for students; data enabling clear diagnosis of individual learning needs; and teachers learning from each other, monitoring progress, and making adjustments (Three Keys to Maximizing Impact, Fullan, 2014, p.63).(Cosner, 2012; Timperley, 2011; Ermeling, 2012).

27. Discussion Block Organizer SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201527 HANDOUT 2

28. Discussion Block 1: Leadership The role of leaders and facilitators Self-guided viewing, reading, discussion: 1.View 2 video links – Supporting Conditions - Leadership – Supporting Conditions Leadership (Facilitators) 2.Select and read, based on interest/role one of the following excerpts: – Principals as Co-learners: p. 2-3 – Facilitating Mathematics Professional Learning: p. 1 (Facilitation vs Presentation) 3.Review related quotations. 4.Discuss: – Note connections that you are making to ownership, sustainability, and changes in practice and student learning (Note in Chat Pod) – Your areas of strength and areas for further development SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201528

29. Chat Pod Summary (Viewing/Reading/Discussion) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201529 OWNERSHIP, SUSTAINABILITY, CHANGED PRACTICE & STUDENT LEARNING Note connections that you are making to:

30. Supporting Conditions Safe Inquiry Culture SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201530 Four keys to a trusting environment : Social respect – people genuinely listen Personal regard – people believe that others truly care about them/their well-being Role competence – people believe that their colleagues have the knowledge and skills to deliver on their intentions and promises Personal integrity - people believe that their colleagues will keep their word; walk the talk (p. 57, Dufour and Fullan, Cultures Built to Last) We need to create the conditions where it is safe to question our own behaviour and beliefs. (p.13, Timperley, Kaser and Halbert, Innovation and the Spiral of Inquiry)

31. Supporting Conditions Building Commitment SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201531 … scientists who've been studying motivation have given us a new that’s built much more around intrinsic motivation. Around the desire to do things because they matter, because we like it, because they're interesting, because they are part of something important. …That new operating system... revolves around three elements: autonomy, mastery and purpose. Autonomy: the urge to direct our own lives. Mastery: the desire to get better and better at something that matters. Purpose: the yearning to do what we do in the service of something larger than ourselves. A catalyst for motivation is a sense of progress in overcoming a challenge or meeting a goal. (Fullan and Dufour, 2013, Cultures Built to Last, p. 73) Daniel Pink, Ted Talk, August 2009

32. Discussion Block 2: Creating a Safe Inquiry Culture Building Commitment Self-guided viewing, reading, discussion: 1.View 2 video links: – Supporting Conditions: Creating a safe inquiry culture (5 min) – Supporting Conditions: Commitment 2.Review quotations and optional reading material (as needed) 3.Discuss: – Note connections that you are making to ownership, sustainability, and changes in practice and student learning (Note in Chat Pod) – Your areas of strength and areas for further development SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201532

33. Chat Pod Summary (Viewing/Reading/Discussion) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201533 OWNERSHIP, SUSTAINABILITY, CHANGED PRACTICE & STUDENT LEARNING Note connections that you are making to:

34. Action - Structure 1. Supporting the Conditions for CI - from Compliance to Commitment 2. Deepening the CI Process – from Superficial to Sustainable Each segment includes: tData from the DI in Action Survey tQuotations tPanelists tDiscussion time / reading references SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201534

35. Deepening the CI Process Spiral of Inquiry SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201535

36. Supporting the CI Process Supporting the CI Process - from Superficial to Sustainable SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201536

38. 38 Deepening the CI Process - Assessing Impact From the Board Plans for CI (RAFT) AREA OF FOCUS: Collaborative Inquiry as a Means of Capacity Building DIRECT ALIGNMENT Instructional practice: 50% Student achievement/ engagement: 50% Leadership practice: 33.33%

39. The intended impact is that students will be engaged because the instructional strategies and teacher interest motivates them. As a result of higher engagement, achievement will rise. Teacher feedback collected throughout: exit slips and conversations products video evidence and observations student learning and products What is the intended impact/purpose? RAFT Plan Analysis – Direct Alignment What evidence will indicate the impact? AREA OF FOCUS: Collaborative Inquiry as a Means of Capacity Building Sample 1: Student Achievement/Engagement

40. Pause and Reflect SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201540 Select either (1) the CI Process data slide or (2) a RAFT data slide: Question: What factors may account for these Ontario results?

41. Supporting the CI Process- Including Students SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201541 Involving learners requires “a shift from student voice to developing learner agency, as the students help to identify and address issues in their learning environments. In the past this has often been adults who have decided what is right and wrong with learners and what is good for them, without involving them in either identifying issues or developing solutions”. (p. 5, Innovation and the Spiral of Inquiry)

42. Deepening the CI Process- Deepening the CI Process- Focussing the Learning SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201542 The ‘let’s just get going’ spirit needs to be resisted – not forever but for long enough to increase the odds that our actions will have the impact we desire. We need to have the courage and patience to slow down and develop a deeper understanding of what is worth spending time on before moving to hasty action. Focusing well will lead to informed action. (p.10, Innovation and the Spiral of Inquiry)

43. Supporting the CI Process- Supporting the CI Process- Assessing Impact on Teacher Practice and Student Achievement SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201543 If nothing changes in terms of action within 2 or 3 weeks, it probably will not happen. (Innovation and the Spiral of Inquiry, p.18) IF ( instructional/leadership actions) EVIDENCE of IF THEN (intended results) EVIDENCE of THEN Assessing the Impact of ‘If’ and ‘Then’

44. Discussion Block 3: Including Students - Focusing the Learning - Assessing Impact Self-guided viewing, reading, discussion: 1.View 3 video links: Including Students Focussing the Learning Assessing Impact 2.Select the topic of most interest to your team. 3.Review related quotations and optional reading material as needed – for the selected topic. 4.Discuss: Note connections that you are making to ownership, sustainability, and changes in practice and student learning (Note in Chat Pod) Your areas of strength and areas for further development SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201544

45. Chat Pod Summary (Viewing/Reading/Discussion) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201545 OWNERSHIP, SUSTAINABILITY, CHANGED PRACTICE & STUDENT LEARNING Note connections that you are making to:

46. Towards Ownership and Sustainability SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201546 (Fullan and DuFour, p. 75, Cultures Built to Last) In the early stages of a change process, many people will act out of compliance rather than commitment. True commitment only emerges after people have experienced the change and find that it is generating tangible results that they value.

47. Towards Ownership and Sustainability SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201547 “As educators engage in deeper forms of inquiry, the process becomes central to their professional lives. They will not, in fact they cannot, go back to earlier, unquestioning ways of doing things”. (Timperley, Kaser and Talbot, 2014. Innovation and the spiral of inquiry, p.6) Ensuring sustainability depends on a capacity building ‘habit of mind’. Sustainability is the goal; capacity is the engine that will ultimately power the sustainability journey. (Stoll, 2009. Capacity Building for School Improvement or Creating Capacity for Learning?)

48. Towards Ownership and Sustainability SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201548 Teacher ownership and agency are fundamental to sustainability of collaborative inquiry that leads to improved student learning. Being able to link cause and effect for teaching and learning helps teachers develop self-efficacy and see themselves as change agents for student learning (Gallimore, 2009, p.15; Ermeling,2010, p.379). Without agency, the motivation to self-regulate and co-regulate as a learning team is absent (Timperley et al, 2007, p. xliv) and sustainability is unlikely. Learning team co-construction of meaning and response throughout the inquiry process is essential to promoting teacher ownership of the skills, knowledge and direction resulting from the process (Timperley et al, 2009, p.233).

49. Components of CI Essential for Impact on Student Learning SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201549

50. A Closer Look Supporting Conditions Leadership Safe Environment Commitment Deep CI Process Including Students Focussing Learning Assessing Impact ownership and sustainability – leading to changes in educator practice in response to student learning needs SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201550

51. Chat Pod Summary (Viewing/Reading/Discussion) SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201551 OWNERSHIP, SUSTAINABILITY, CHANGED PRACTICE & STUDENT LEARNING Note connections that you are making to:

52. Team Reflection Recall your discussion and notes. What: was an idea that resonated? were your areas of strength and challenge? are areas for future leader or facilitator learning? SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201552

53. SS/L-18SIISB, Facilitating Learning Teams Using Collaborative Inquiry, January 201553 anne.clifton@ontario.ca karen.greenham@ontario.ca terry.blair@ontario.ca karina.kozlowska@ontario.ca robert.kruse@ontario.ca Thank you. Note: Slide deck and handouts will be posted online (after the final session January 16) on the following websites: Student Success e-Community DI CI What Works EduGAINS (Professional Learning Cycle Page) For immediate requests, please contact a team member.