1. PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE Student Success 2011 Summer Program Facilitating Learning Teams using a Professional Learning Cycle 1

2. Knowing the Learner Your role Your experience facilitating a team through the Professional Learning Cycle process The type of team(s) you have facilitated Group Profile In order to create a group profile, please visit each chart paper and use a Sticky dots/markers to indicate:

3. High Levels of Student Achievement Reducing the Gaps in Student Achievement Increased Public Confidence in Our Publicly Funded Schools Provincial Context: Core Priorities 3

4. School Effectiveness Framework 4

5. 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 5

6. 6 Supporting the Instructional Core Leading Learning – Leadership 6

7. Professional Learning Cycle The goal of the Professional Learning Cycle initiative is to increase student engagement and achievement by providing a process for professional learning that is driven and focused by student learning needs. 7

8. Program Change In-School & In-Class Preventions (e.g. Transitions, Differentiated Instruction) Re-entry to School In-School Interventions (e.g. Credit Recovery) In-Class Interventions (e.g. Credit Rescue) ALL SOME FEW Pyramid of Preventions and Interventions 8

9. Example School (SIP) Classroom (planning for teaching and learning) Professional Learning Cycle (collaborative inquiry) Board (BIP) Literacy: Writing Gr. 9 & 10 Applied/Open Literacy: Writing Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart) 9

10. PROGRAMS  Specialist High Skills Major  Dual Credits  Expanded Cooperative Education  Ontario Skills Passport  Board Specific Programs LEADERSHIP DEVELOPMENT Student Success Leaders Student Success Teachers Student Success School and Cross Panel Teams EFFECTIVE INSTRUCTION  Differentiated Instruction  Math GAINS  Literacy GAINS  Professional Learning Cycle  Student Voice  School Effectiveness Framework INTERVENTIONS  Credit Rescue / Recovery  Transitions Supports/Taking Stock  Children and Youth in Care  Re-engagement 12 12+Strategy  Supervised Alternative Learning  School Support Initiative Student Success Grades 7-12 Key Elements 10

11. 11 Agenda Day 2 Minds On Three Heads Facilitation – Guided ViewingAction Facilitating the Professional Learning Cycle  OBSERVE  REFLECT Consolidation  Problem-Solving  Reflection and Next Steps 11 Day 1 Minds On  Group Profile (Wall Chart)  Agenda, Purpose, Learning Goals and Context  Walk About  Opportunities and Challenges Action  Facilitation Skills and Knowledge Base  Facilitating the Professional Learning Cycle  PLAN  ACT Consolidation Making Connections

12. Session Purpose Build the capacity of educators to: facilitate learning teams using a professional learning cycle Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program12

13. Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program13 Learning Goals for the Session In this session we are learning to: use facilitation knowledge and skills and instructional strategies with educator learning teams engage learning team members in each phase of the Professional Learning Cycle sharpen the inquiry focus of learning teams on identifying and addressing student learning needs 13

14. Session Materials  Table Profile: 1/Table Group  PowerPoint slide summary  Handout 1: Walk-About  Handout 2: Professional Learning Cycle  Handout 3: Collaborative Inquiry Continuum  Handout 4: Facilitation Skills and Knowledge Base  Handout 5: Strategy Bank  Handout 6: Learning Cycle Notes Organizer  Handout 7: Facilitation Mind Map  Handout 8: Plan - Data Sets  Handout 9: Placemat  Handout 10: Act-Scenarios  Handout 11: Guided Viewing- Facilitation (Option B only)  Handout 12: Guided Viewing- Observe  Handout 13: Guided Viewing- Reflect 14

15. Table Profile Create a profile of your table group that includes: (NOW) Your role A summer highlight A strong professional Interest (LATER) Facilitation preference Learning preference 15

16. Walkabout Examine the questions Find someone in the large group or at your table who knows the answer to a question. Note the answer and the person’s name, role and place of work. Find someone who can answer another question. Record as above. Continue until all questions are answered. 16 Handout 1

17. 17 Facilitator Preferences Think about your experience as a facilitator and select the option that best describes you as a facilitator: A.Mr. Happy B.The Librarian C.Einstein D.Teddy Bear E.The Worrier 17 SS/L-18ITEB 2010 The Professional Learning Cycle Table groups note their facilitator preferences on their Table Profile.

18. A Professional Learning Cycle 18 Handout 2

19. 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. 19

20. The knowledge we need to solve problems [in schools] often doesn’t reside close at hand; it has to be found through active inquiry and analysis. Richard Elmore (2000). Building a new structure for school leadership, p.13 20

21. 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 21

22. 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, 2 nd Edition, p.24 22

23. Just as the classroom teacher influences student learning more than any other variable does, the skill of the facilitator is central to the success of the learning team. Source? Katz, Earl and Jaafar? 23

24. 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. Source: The Evolution of a Professional Learning Team, Tools for Schools (NSDC), Nov./ Dec. 2008 24

25. Collaborative Inquiry Continuum When meeting as a learning team … 25 HANDOUT 3 25

26. Professional Learning Cycle Video Introduction Voices: Teachers School principals Student success leaders Viewing Focus: opportunities areas of challenge 26

27. ‘Post it’ Profile On the ‘I like best’ board, post a note that tells the group what you like best about facilitating a learning team On the ‘Challenge’ board, post a note that identifies an aspect of facilitating that you find to be a challenge 27

28. 28 Agenda Day 2 Minds On Three Heads Facilitation – Guided Viewing Action Facilitating the Professional Learning Cycle  OBSERVE  REFLECT Consolidation  Problem-Solving  Reflection and Next Steps 28 Day 1 Minds On  Group Profile (Wall Chart)  Agenda, Purpose, Learning Goals and Context  Walk About  Opportunities and ChallengesAction  Facilitation Skills and Knowledge Base  Facilitating the Professional Learning Cycle  PLAN  ACT Consolidation Making Connections

29. Learning Preferences Preference Prefers learning/demonstrating learning: Visualthrough diagrams, maps, charts… Aural/Auditoryby hearing or speaking Reading/ Writing through the written word Kinesthetic through experience, simulation, authentic videos… 29

30. Preference Corners Go to the ‘preference’ that is most like you. Form like-preference groups of 4 or 5 Share with each other why you chose that particular corner. As a group, be prepared to share one or more reasons with the larger group. 30

31. Why a facilitator? 1.Individually, note several ideas on sticky notes (1 idea/sticky) 2.As a like-preference group, sort the ideas into key themes or categories or responsibilities. 3.Prepare to share two or three categories with the large group. What does a facilitator do to maximize the value of meeting and learning time? 31

32. Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program32 Facilitation Inquiry 1.Select a topic of interest from Handout 4 - Facilitation skills and Knowledge Base : A. Approaches C. Skills B. Standards D. Ways of working 2.Regroup by topic in Interest Groups of 4 or 5. (e.g., As, Bs, etc.) 3.Read and discuss key points - sharing connections to personal experiences. 32

33. Facilitation Inquiry Interest Groups Summarize and share key points related to your topic – providing examples or demonstrations to clarify. Consider the VARK preferences of your group members when determining ‘presentation’ roles. Present your topic to the whole group 33

34. Table Profile - Update Table Groups Add learning preferences to Table Profiles and discuss implications for your work together. 34

35. Instructional Strategy Check 1.What instructional strategies were used to: Establish and positive and inclusive learning environment Connect to prior learning/experience 2.How was instruction differentiated? 3.Note strategies on Strategy Bank handout. 35 Handout 5

36. 36 Agenda Day 2 Minds On Three Heads Facilitation – Guided ViewingAction Facilitating the Professional Learning Cycle  OBSERVE  REFLECT Consolidation  Problem-Solving  Reflection and Next Steps 36 Day 1 Minds On  Group Profile (Wall Chart)  Agenda, Purpose, Learning Goals and Context  Walk About  Opportunities and ChallengesAction  Facilitation Skills and Knowledge Base  Facilitating the Professional Learning Cycle  PLAN  ACT Consolidation Making Connections

37. A Professional Learning Cycle 37 HANDOUT 2 37

38. Using Facilitation Knowledge and Skills The facilitator: 1.Reviews ways of working together and helps the table group select and understand one agreement or capability to follow and monitor during the session 2.Reviews “Standard” #3 with the table group and helps the group maintain the standard throughout the activity 3.Facilitates the group’s work through the PLAN activities. Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program38 PLAN, Part A Identify a facilitator from the table group for the PLAN, Part A activities. 38

39. PLAN 39 Student learning need focuses educator learning 39

40. Clear Learning Focus “Having … (a) clear and defensible learning focus for students and staff is necessary for the kind of professional learning that is the precursor to changes in practice, and ultimately, to changes in student achievement.” Steven Katz, GTA PNC Capacity Building Project: p.6 40

41. Professional Learning Cycle Notes Organizer Use as needed to note thoughts and ideas related to the Professional Learning Cycle process. 41 Handout 6

42. PLAN Video – Part A 42 Before viewing: Read the PLAN description on your Learning Cycle Notes Organizer

43. Collaborative Inquiry Continuum Before viewing: examine the PLAN section of the Collaborative Inquiry continuum. 43 HANDOUT 3 43

44. Guided Viewing: PLAN (Part A) View and: Note the sources of data used in the video and how they were helpful in identifying the learning needs of students Discuss as a group. 44

45. Narrowing the Focus - Needs 1.Which statements are examples of focused learning needs? STATEMENT The student needs :YN a.to understand linear equations b.differentiated instruction c.to come to class more often d.more interesting and relevant options e.to develop skills for independent work 2.What do the ‘yes’ examples have in common? 45

46. Student Needs - Example Evidence: -Assignment completion; -E, G, S, Ns for ‘collaboration’ learning skill; -Attendance The student needs to: build background knowledge or skills for a concept Make connections with the topic – interest, relevance Develop group skills 46

47. Narrowing the Focus 1.Identify sources of data/evidence that this team could examine to determine a student learning need. 2.Indicate the student need(s) to which the evidence/data might point. 47 Table Groups Individually, think of a team that you have /will be working with and:

48. Narrowing the Focus Table Groups 1.Refine student needs as required 2.Share with your table group. 3.As a table group, select one or two examples to share with the large group. 48

49. Facilitation Debrief 1.To what extent (rarely – sometimes – most of the time) was the group able to demonstrate the following throughout the activity: The agreement or capability selected by the table group Standard #3: balanced participation 2.What facilitation suggestions do you have to help learning teams understand and demonstrate the agreements/capabilities? Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program49

50. Data Set Learning Centres Select a Learning Centre based on the data set of interest: Data Set 1: Career Studies – Career Exploration Data Set 2: Cross-curricular - Reading Readiness Data Set 3: Math - Solving Linear Equations Data Set 4: Visual Arts- Artist’s Statement 50 HANDOUT 8

51. Focusing on Data and Evidence 1.Data/evidence source (e.g., assignment marks in markbook, student work) 2.Analysis: asking questions, finding patterns and trends, comparing 3.Interpretation: making sense of evidence, seeking evidence that supports initial interpretation 4.Decisions and Actions 51 Adapted from The Evidence- Based School, K. Hume, 2009.

52. Data Sets Based on the data analysis : Identify an area of student need Determine a focus for educator learning What evidence would indicate that the need has been addressed? Prepare to share a response with the whole group. HANDOUT 8 52

53. Data Sets Debrief Share: –Student learning need –Educator learning required –Evidence to monitor progress 53

54. Point to Ponder If your team is a large or multi-disciplinary team, what are some ways to focus on real and urgent student needs that are common to multiple subjects and relevant to the teachers? 54

55. Educator Learning “Establishing a focus means identifying an urgent student need and recognizing that this … is an indicator of teacher learning need.” GTA PNC Capacity Building Project: What Are We Learning About Facilitating Impactful Professionall Learning Communities? Steven Katz April 2010, p.5 55

56. Using Facilitation Knowledge and Skills The facilitator: 1.Reviews ways of working together and helps the table group select one agreement or capability to follow and monitor during the session 2.Reviews “Standards” 1 and 2 with the table group and helps the group maintain each throughout the activity 3.Facilitates the group’s work through the PLAN activities. Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program56 PLAN, Part B Identify a facilitator from the table group for the PLAN, Part B activities. 56

57. PLAN Video – Part B 57

58. Guided Viewing: PLAN (Part B) View the PLAN segments: Determine Educator Learning Plan With the End in Mind In your section of the place-mat, note points (e.g., comments, questions) that relate to your upcoming work with learning teams. 58 Handout 9

59. Guided Viewing: PLAN (Part B) Share your thoughts with your table group As a group, summarize your discussion – noting 3 points in the centre of the place-mat. Share the summary with the large group. 59 Handout 9

60. PLAN Video – Part B Share your summary of points (e.g., comments, questions) that may relate to your upcoming work with learning teams 60

61. Complementary Roles Think: Think: How do facilitators/ informal leaders and formal leaders support each other in their roles? 61

62. Informal and Formal Leaders 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 62 Katz, Earl, Jaafar (2009). Building and Connecting Learning Communities, p.61 62

63. Reflection – by interest How can leaders (formal, informal) work together to support the work of learning teams? A.Principal facilitating an administrator learning team or multi-role team including administrators B.Teacher-participant facilitating a grade team C.Designated facilitator – objective, non participant 63 Select the scenario that is of interest to you and work with in like role pairs or triads:

64. Reflection Prepare to share two points of discussion with the large group. 64

65. Leadership and Student Learning Most-effective leadership dimension:  promoting and participating in teacher learning and development 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 65 After teaching, the second most influential factor on student learning is leadership (shared; formal and informal). 65

66. Collaborative Inquiry 66 … 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. 66

67. Instructional Strategy Check 1.What instructional strategies were used to: –Focus viewing –Scaffold learning –Foster engagement 2.How was instruction differentiated? 3.Note strategies used on the Strategy Bank handout. 67 Handout 5

68. Making Connections Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map 68

69. Facilitation Debrief 1.To what extent (rarely – sometimes – most of the time) was the group able to demonstrate the following throughout the activity: The agreement or capability selected by the table group Standard 1 and 2: one topic, one process 2.What facilitation suggestions do you have to help groups stay on topic and follow the process? 69

70. Between PLAN and ACT Discuss, as a table group: What happens between the scheduled learning cycle meetings for PLAN and ACT? What is the facilitator doing? What is the administrator doing What are the teachers doing? 70

71. ACT 71 Implementing instruction, adjusting as needed, to meet student needs Engaging in professional learning to build understanding of the instructional approach 71

72. Using Facilitation Knowledge and Skills The facilitator: 1.Reviews facilitative skills and helps the table group select and understand one or two ‘moves’ or ‘norms’ to practice during the ACT activities. 2.Reviews “Standards” 1 and 2 with the table group and helps the group maintain the standards throughout the activity 3.Facilitates the group’s work through the ACT activities. Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program72 ACT Identify a facilitator from the table group for the first half of the ACT activities. 72

73. Guided Viewing: ACT (Part A) DURING VIEWING- FOCUS QUESTIONS What strategies inform instruction for the educators in the video? What additional strategies might be used to accomplish the same purpose? AFTER VIEWING 1. Discuss as a table group. 2. Prepare to share one item: what we saw; what we suggest 73 BEFORE VIEIWNG - Read the ACT description in your Learning Cycle notes organizer.

74. Video – ACT (Part A) Share at least one item: what we saw what we suggest 74

75. Visible Teaching - Hattie Teachers are:  Making learning the explicit goal  Sharing challenging learning intentions and success criteria  Planning interventions that deliberately encourage mastery of these intentions  Seeking and giving feedback  Adapting teaching as a result of feedback from learners

76. The Importance of Shared Practice Teachers not only exert significant influence on the performance of students but they influence the performance of other teachers and school leaders. 76 What influences professional practice? Douglas Reeves, Leadership and Learning, 2008

77. Guided Viewing: ACT (Part B) 1.In what ways do educators in the video learn what they needed to know to implement instruction based on student learning needs? 2.In your context, what ways might the members of your team access professional learning? 3.How might you differentiate for the different learning needs of educators? 77

78. Guided Viewing: ACT (Part B) As a Table Group, summarize your response to question 2 or 3, and share with the large group. 78

79. Collaborative Inquiry Continuum To what extent did the learning teams in the video engage in professional learning? 79 HANDOUT 3 79

80. Facilitation Debrief 1.How effectively did the team collectively: a.apply facilitative skills (‘moves’ or ‘ norms’)  somewhat effectively or  very effectively b.adhere to Standards 1 and 2: one topic, one process 2.What suggestions do you have to help teams learn and use facilitative skills consistently as part of their collaborative work? 80

81. ACT: Scenario Stations 1.Select a scenario in which you are interested or have had previous experience. Go to the station for this scenario. Form groups of 4. 2.Select a facilitator. 3.Note your response/thoughts to the question on chart paper. 4.Be prepared to share with the whole group. 81SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy HANDOUT 10 81

82. Using Facilitation Knowledge and Skills The facilitator: 1.Reviews facilitative skills and helps the table group select and understand one or two ‘moves’ or ‘norms’ to practice during the Scenario activity. 2.Reviews Standard #5 with the table group and helps the group maintain the standard throughout the activity 3.Facilitates the group’s work through the Scenario activity. Ontario Ministry of Education, SS/L-18ITEB 2010 Differentiated Instruction Summer Program82 ACT Scenario Identify a facilitator in your station group for the ACT Scenario activity. 82

83. ACT: Scenario Stations As a Station group, Note your response to the question on chart paper. Be prepared to share with the whole group. 83SS/L-18ITEB 2010 Differentiated Instruction Professional Learning Strategy HANDOUT 10 83

84. Facilitation Debrief 1.How effectively did the team collectively: a.apply facilitative skills (‘moves’ or ‘ norms’)  somewhat effectively or  very effectively b.adhere to Standard #5? 2.How did the roles of participants in the activity relate to their strengths and preferences? 84

85. Instructional Strategy Check 1.What instructional strategies were used to: –Focus viewing –Differentiate instruction –Foster engagement 2.Note strategies used on the Strategy Bank handout. 85 Handout 5

86. 86 Agenda Day 2 Minds On Three Heads Facilitation – Guided Viewing Action Facilitating the Professional Learning Cycle  OBSERVE  REFLECT Consolidation  Problem-Solving  Reflection and Next Steps 86 Day 1 Minds On  Group Profile (Wall Chart)  Agenda, Purpose, Learning Goals and Context  Walk About  Opportunities and Challenges Action  Facilitation Skills and Knowledge Base  Facilitating the Professional Learning Cycle  PLAN  ACTConsolidation Making Connections

87. 1.Individually, take time to add notes and ideas to your Learning Cycle Organizer and to your Facilitation Mind Map 2.Table Groups: brainstorm aspects of today’s session that you will integrate into your personal practice 87 3.Share a few ideas with the large group

88. Exit Card A take-away: Something from today that you will use A need: Something that you want from the session or a clarification that you require 88

89. 89 Agenda Day 2 Minds On Three Heads Facilitation – Guided Viewing Action Facilitating the Professional Learning Cycle  OBSERVE  REFLECT Consolidation  Problem-Solving  Reflection and Next Steps 89 Day 1 Minds On  Group Profile (Wall Chart)  Agenda, Purpose, Learning Goals and Context  Walk About  Opportunities and Challenges Action  Facilitation Skills and Knowledge Base  Facilitating the Professional Learning Cycle  PLAN  ACT Consolidation Making Connections