Prepared for School Based Professional Collaborative Inquiry Prepared

Prepared for: School Based: Professional Collaborative Inquiry Prepared by: Carol Chapman and Dr. Suzanne Molitor, OISE Facilitators OISE | Continuing & Professional Learning March 2018

WELCOME AND INTRODUCTIONS

Who Is In The Room? Please stand if the statement applies to you: § § § I like to travel. I have travelled to Canada. I teach Social Studies. I teach Mathematics. I teach Science.

Who Is In The Room? Please stand if the statement applies to you: § § I teach Language. I teach an Arts subject. I am an administrator. I am excited to be here today.

Table Group Introductions 1. Your name 2. Your school 3. An insight or question that you have about inquiry-based learning or something you are looking forward to learning in the next two days

Focus for This Two-Day Professional Learning Session § Inquiry-Based Learning § Teacher Collaborative Inquiry § Student Inquiry-Based Learning § Capacity-Building

Agenda Welcome Day 1 § Growth Mindset and the Image of the Learner § Building Professional Learning Communities and Norms of Collaboration § Professional Collaborative Inquiry In Action

OBJECTIVES FOR TODAY § Explore factors involved in developing a professional learning community § Engage in the steps of the professional Collaborative Inquiry Cycle § Practice and promote collaborative strategies § Engage in professional dialogue to enhance feedback and promote precision teaching

CO-CONSTRUCTION OF NORMS OF COLLABORATION At your table groups: Individually, identify three things that are necessary components of an effective teacher professional learning community.

CO-CONSTRUCTION OF NORMS OF COLLABORATION 1. Write each idea on a separate post-it note. 2. Share your three ideas with the table group. 3. Cluster similar ideas and give them a name. 4. Share with the whole group. (Card, Sort and Cluster)

CO-CONSTRUCTING SUCCESS CRITERIA – A FOUR STEP PROCESS 1. Brainstorm criteria. 2. Sort and categorize criteria. 3. Organize our criteria in a T-chart 4. Revisit and revise the criteria over time.

STEVEN KATZ’S RESEARCH - PLCs https: //www. youtube. com/watch? v=PHwg 5 Uj. YE 20

EFFECTIVE PROFESSIONAL LEARNING COMMUNITY CHARACTERISTICS § § Diversity of Opinion Independence/Decentralization Quality Control Responsibility AND The Principal pulls it all together

PULLING IT TOGETHER § § § Norms of collaboration Goal based focus Student achievement focused Everyone is a learner Failure or not knowing and wondering is acceptable

Professional Learning Communities WHAT WE HAVE LEARNED AT OISE § Professional learning communities where teachers and principals co-construct learning opportunities raise the level of teaching and student achievement. (Dr. Doug Mc. Dougall, Dr. Joseph Flessa – OISE)

Pedagogers ståsted - et styrkebasert tankesett som standpunkt - foil 16 § Lærere er kompetente og kapable, nysgjerrige og erfarne. § De er kunnskapsrike omsorgsfulle, reflekterte, og ressurssterke profesjonelle. § Lærere bringer med seg ulike sosiale, kulturelle og språklige perspektiver. § De samarbeider med andre for å skape engasjerende læringsmiljø og erfaringer for å fremme elevenes læring og utvikling. 16

Pedagogers ståsted - et styrkebasert tankesett som standpunkt - foil 17 § Pedagoger tar ansvar for sin egen læring og tar avgjørelser om hvordan de skal integrere kunnskap fra teori, forskning og deres egne erfaringer, og sin forståelse av det individuelle barnet og familien de arbeider med. § Hver pedagog skal oppleve at han eller hun hører til, er en viktig bidragsyter og fortjener mulighet til å engasjere seg i meningsfullt arbeid. § Pedagoger er i livslang læring. 17

Syn på barnet - et styrkebasert tankesett som standpunkt - foil 18 § Barn er kompetente, i stand til kompleks tenkning, nysgjerrige og har et rikt potensiale. § Når vi anerkjenner at barn er kapable og nysgjerrige, er det større sannsynlighet for at vi legger til rette for læring som verdsetter og bygger på deres styrker og forutsetninger. 18

IMPORTANCE OF PRINCIPAL AS CO-LEARNERS When it comes to supporting educators as they learn and work to improve student achievement, nothing a principal does “has a bigger payoff than learning visibly and publicly alongside staff in a school”. (Katz & Dack)

IMPORTANCE OF PRINCIPAL AS CO-LEARNERS “Through the actions they take, administrators communicate a growth mindset, one in which all learners have the “freedom to stretch themselves, make mistakes and try again”. (Dweck, 2010)

IMPORTANCE OF PRINCIPAL AS CO-LEARNER A co-learning role enables principals to “drive transparent, collaborative reflection, ” continually assessing “what is working, ” as well as learning from those things that didn’t work. (Fullan & Langworthy, 2014)

Rektorer som med-lærende foil 22 Rektorer: § Bygger delt forståelse. § Sikrer tid for samarbeidende samtaler. § Sikrer at alle stemmer blir hørt. § Sikrer at elevenes læring og trivsel blir kjernen i diskusjonene og avgjørelsene. 22

COFFEE BREAK

TEACHER COLLABORATIVE INQUIRY – Jenny Donohoo JEI

TEACHER COLLABORATIVE INQUIRY WHY? § High quality professional learning that leads to meaningful, sustainable changes in teacher practice

Hvorfor Samarbeidende Utforsking foil 26 «Samarbeidende Utforsking innehar potensiale for dyp og signifikant endring i utdanningen. Ved å bringe pedagoger sammen i utforsking, opprettholdes oppmerksomheten på mål over tid, fremmes læreres læring og utvikles praksis og resultater som kommer elevene til gode. » (Canadian Education Association, 2014) 26

Læreres samarbeidende utforsking f oil 27 HVA? § En struktur der medlemmer av det profesjonelle læringsfellesskapet kommer sammen for å undersøke pedagogisk praksis. § En strategi for å styrke læreres læring. § En prosess for profesjonell læring for lærere. § Et rammeverk for tilrettelegging for læreres reaksjoner på å utforske utfordringer i praksisfeltet. § En gjentakende prosess fortsatt forbedring § En prosess som legger til rette for læreres lederskap. 27

Collaborative Inquiry in Ontario

Say Something – Professional Reading Engagement Strategy With your partner, decide who will “say something” first. When you say something, do one or more of the following: § Make a prediction § Ask a question § Clarify something you had misunderstood § Make a comment § Make a connection

Collaborative Inquiry Article – Coding the Text • Read through the article and use the “Code the Text” strategy as you read Affirmed prior knowledge Surprised you Puzzled you • In round robin fashion, share with tablemates, one “surprise” and one “question”.

Læreres samarbeidende utforsking - et overblikk foil 31 1. Relevant Er det data av høy kvalitet, om elevenes læring, som styrer utforskingen? 2. Samarbeidende Er lærernes utforsking en kollektiv prosess? 3. Reflekterende blir handlingene belyst gjennom refleksjon? 4. Gjentakende Utvikler det seg dypere forståelse gjennom en gjentakende læringsprosess? 31

Læreres samarbeidende utforsking - et overblikk foil 5. Begrunnet Er analyse brukt for å fremme dypere læring? 6. Fleksibel På hvilke måter former din utforsking praksis, og hvordan former praksis din utforsking? 7. Gjensidighet Hvordan samsvarer din utforsking om praksis med det andre har funnet ut om den? 32

COLLABORATIVE INQUIRY DESCRIBED “Through Collaborative inquiry, educators work together to improve their understanding of what learning is (or could be), generate evidence of what’s working (and what is not), make decisions about next steps, and take action to introduce improvements and innovations. ” And then they start again on emerging new issues and challenges”. (Collaborative Inquiry in Ontario, Capacity Building Series, No. 39)

Læreres samarbeidende utforskning foil 34 Hvordan? En 4 -stegs prosess/struktur: Steg 1 – ramme inn problemet Steg 2 – samle inn data Steg 3 – analysere data Steg 4 – feire og dele https: //www. youtube. com/watch? v=9 bx. Z 3 HK 3 ii. U 34

TEACHER COLLABORATIVE INQUIRY How? A four-step process/structure: § Stage 1 – Framing the Problem § Stage 2 – Collecting Evidence § Stage 3 – Analyzing Evidence § Stage 4 – Celebrating and Sharing https: //www. youtube. com/watch? v=9 bx. Z 3 HK 3 ii. U

The Big Picture…. ACT Develop new learning task to support student learning.

Stage One – Framing the Problem During this stage, your team frames a problem, develops an inquiry question, and formulates a theory of action. Looks like: • Student work is at the center. • Teacher collaborative exploration. Sounds Like: • What are students struggling with the most? • What are students experiencing difficulty with?

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Need: ence i r e p x e s Student forming and ty n. o i n i difficul p o and g n i t r o p sup ce: Eviden ea d i v o r p udents , but t s n t o i s t i o s o M heir p t r o f vide n o r p s reaso y t alwa o n o d son. a e they r r i e or th f t r o p p su 39

ulty c i f f i d nce e i r e p ing. x d e a s e t r n e e l whi Stud g n i d n he compre : ce Eviden e the ability to ed sk av They h te, but when a g ta hin t e m o s regurgi what n i a l it. p o d t ’ to ex n y ca e h t , s n mea Need: 40

Need: ty to i l i b a e ck th a l s t n iptive e r c s e Stud d , ality u q e d i eers. p prov r i e h t k to c a b d e e f ce: n e d i v rms o E f t n e ssessm ng uri d Peer a s n o i t versa n o ncing c e r d e n f a n o ck c a b d e e ial. f c i f r e peer p u and s e s r a p s are 41

Need: tter e b d e e sn Student olving skills in -s problem ics. at Mathem : e c n e d i Ev t of o l a e r i requ s ing t d n e n a d t u s r St e n und i e c n not a n t a c n assis e t nd of a s m g to e n l i n r a prob e l their e z i l a r gene ions. t a u t i s new 42

Inquiry Questions – Some Weak and Strong Examples INQUIRY QUESTIONS – EXAMPLES – STRONG AND WEAK (See handout) Read the following examples of inquiry questions. Working with a partner, determine which ones are strong questions and which ones are weak questions. 1. 2. 3. 4. How can we implement more effective note-taking strategies? What are the results if we do not deduct marks for late assignments? What is the impact of using exit cards with my students? What is the result of training teachers in moderation of student work?

Theory of Action § Begins with a statement of a causal relationship between what I/we do and what constitutes a good result in the organization § High leverage for achievement and equity § Powerful enough to transform programs and practices (City, Elmore, Fiarman and Teitel, 2009)

Framing the Problem of Practice-Creating an Inquiry Question “What impact does [educator action] have on [student learning outcome]? ” “If (educator action) then students will be able to…. . (student result. )

Framing the Problem of Practice “If (educator action) then students will be able to…. . “What impact does [educator action] have on [student learning outcome]? ” Example: If we use graphic organizers during the pre-writing stage, students will be able to write well-organized and detailed paragraphs.

What is a Theory of Action? It is a set of underlying assumptions about how we will move our organization from its current state to its desired future. City, Elmore, Fiarman and Teitel, 2009)

Lunch Break

Framing the Problem of Practice Creating a Theory of Action – A Secondary School Example (See handout) A group of secondary school department heads, from a variety of disciplines, have come together to participate in a professional learning community. The team decided to use collaborative inquiry as a process to guide their learning and work. When identifying current student learning needs, they noted that many students relied on listening alone to learn the required information. They concluded that students experienced difficulty reading content-area textbooks. Many of their students seemed limited in their ability to master content-area texts. Many of their students seemed limited in their ability to master the informational texts that are characteristic in each of their courses. As the team progressed through Stage 1 of collaborative inquiry, they formed the following conclusions:

Stage Two – Collecting the Evidence During this stage, your team implements changes in practice, identifies sources of information that will help answer their inquiry question, and collects evidence of how their actions have impacted student learning. Looks like: • Changes are small and few. • Teachers determine and collect evidence. Sounds Like: • What evidence do we need to collect together?

Stage Three – Analyzing the Evidence During this stage, your team considers the evidence related to the student learning need and connects to implementation of practice. Looks like: • Interpretation and collaborative dialogue. • Possible revision of Theory of Action. Sounds Like: • How does this evidence support our learning and instruction? • What conclusions can we draw?

Teacher Reflection on Collaborative Inquiry http: //www. edugains. ca/newsite/plc_cycle_dvd. html http: //www. edugains. ca/newsite/plc/schoolleader/prolearningcyclevideo. html

Stage Four – Documenting, Celebrating and Sharing During this stage, your team decides on a format for documenting and sharing with a wider audience. The team considers next steps. Looks like: • Reflection and determination of next steps. • Possible revision of Theory of Action. Sounds Like: • What do we still need to learn about?

Now, to your teaching practice In your table groups, identify an area of need, coupled with educational action/evidenced based instructional strategy. Frame the problem of practice “If (educator action) then students will be able to…. . Design a learning task anchored in good teaching.

Your actions…Collaborative Inquiry – Planning Template Stage 1: Framing the Problem What are some things that students are struggling with (school, department, common classroom issues) related to curriculum expectations or the School Improvement Plan? What evidence supports that this is a student learning need? What might the preferred future look like? What might be a Theory of Action that would focus teacher efforts on student improvement within our sphere of influence? Stage 2: Collecting Evidence What type of evidence might provide information about student improvement related to the Theory of Action? What is the best way to determine if any changes have occurred? Stage 3: Analyzing Evidence What are some patterns and themes? What answers are emerging? What does the evidence tell us about the problem? Stage 4: Documenting, Sharing, and Celebrating As part of reflecting on this learning, what might be some next steps or new inquiries? What have you learned as a result of engaging in this process?

Your actions…PLAN Think about your school. Where do you have blocks of time to connect with your colleagues? Planning time? Meeting time during the school day? When could you work with a colleague to complete the PLAN component of the Collaborative Inquiry?

Gruppedeling foil 57 § «Reis opp og levèr» § Alle ved bordet reiser seg og alle bidrar til «leveringen» av sitt arbeid. Så setter alle seg ned. 57

Hva er nødvendig i profesjonell samarbeidende utforsking? foil 58 Kultur for utforsking og handling § Endre rollen til deltakerne fra å være en ledende kunnskapsinnehaver til å være en ledende lærende. § Lytt til hverandre for å bidra til distribuert ledelse gjennom alle SU-prosesser. 58

Hva er nødvendig i profesjonell samarbeidende utforsking? foil 59 Kultur for utforsking og handling § Sikre tilgang til ressurser, inkludert relasjoner med andre med ekspertise. § Bidra til en kultur for utforsking, det å stille spørsmål ved og undersøke eksisterende kunnskap og antakelser. § Støtt hverandre i å engasjere dere i å ta sjanser og gjennomføre strategiske handlinger. . 59

Hva er nødvendig i profesjonell samarbeidende utforsking? foil 60 Kultur for utforsking og handling § Anerkjenn hvordan roller, hierarki og personlige fordommer påvirker SU-prosesser. § Tilfør et bevisst budskap til alle lærende og samarbeidspartnere 60

CI – Some Non-Negotiables 1. It’s about learning – solving adaptive challenges. 2. Collaborative inquiry is a shared process. 3. Inquiry must come from a place of genuine curiosity. 4. Collaborative inquiry must result in action. 5. Student learning data is collectively examined in order to inform next steps. 6. Assumptions are surfaced, examined, and reflected upon. 7. Teams actively engage in and embrace conflict. 8. Document and celebrate the learning.

RESEARCH-DRIVEN INSTRUCTIONAL LEADERSHIP IN ONTARIO 1. Principals have a few focused school improvement goals based on student data 2. Principals build effective professional learning communities 3. Principals need to be co-learners (Michael Fullan and Steven Katz )

WHAT MAKES FOR SUCCESSFUL TEAMS https: //www. ted. com/talks/margaret_heffernan_why_it_s_time_to_forget_the_pecki ng_order_at_work/transcript? language=en#t-98329

§ What do you think about Margaret Heffernan’s views? (on collaboration, social capital, leadership? ) § What are some implications for educators?

Last thoughts…. Time -PL times ( i. e. , days or after school meeting times, planning time)-Honouring Time -Creative Release -Book Talks -Lunch and Learn -Layering the work -Practice Makes Perfect ( Better and Faster) -Utilize strengths and opportunities _

Thoughts to leave with you… Begin thoughtfully… Work collaboratively… Never give up!!

Exit-lapp foil 68 § Hva var det du har hørt, sett eller gjort som utfordret dine antakelser? § Hva var det som ble pekt ut for deg? § Hvilke spørsmål har du fremdeles surrende rundt i hodet? 68

WHAT WE HAVE LEARNED AT OISE § § § § A belief that all children can learn and be successful is key Next to the classroom teacher, the School Principal is the next most important factor in student achievement (Dr. Ken Leithwood – OISE) Having a vision and targets are important Leaders must be intentional (Dr. Steven Katz – OISE) Supportive organizational structures and targeted financial resources matter There must be coherence with all stakeholders around school improvement and student achievement (Dr. Carol Campbell - OISE) Improving the underachieving student’s performance raises all student achievement Professional learning communities where teachers and Principals coconstruct learning opportunities raises the level of teaching and student achievement (Dr. Doug Mc. Dougall, Dr. Joseph Flessa – OISE)

7 Characteristics- Watch for Evidence http: //thelearningexchange. ca/projects/through-the-eye-of-the-learner-from-student-work-to-teacherpractice/? pcat=999&sess=0

Ways of Talking: Building Collaboration The role of a collaborative group member is to model and encourage others to use ways of talking that promote collaboration. To keep others open and thinking we need to pay attention to several important features in our communication. § Give Full Attention § Use Approachable Voice

Ways of Talking: Building Collaboration Continued § Use Plural Forms- this increases options, observations and possibilities § Increase Exploratory language-this increases risk talking, e. g. , some, might, seems, possible, and hunches

Ways of Talking: Building Collaboration § Ask Open Ended Questions e. g. , -What might be some interesting things you noticed? Avoid “Did anyone notice” Turn to a partner and generate some open ended questions.

Ways of Talking: Building Collaboration Continued § Use Positive Presupposition e. g. , “Given your knowledge of…. ” “As an experience professional…” § Make thinking transparent or let the ideas belong to the group e. g. , “Here is a thought…” “ One possible approach to this issue might be…” “Let’s set that aside and move onto. . . ”

Let’s Practice……. Ways of Talking Imagine you are working in a new professional collaborative inquiry and your goal is to promote collaborative talk amongst the members. sentences to use. Generate some supportive Use the prompt sheet on your table and “build” some samples.

Let’s Practice……. Ways of Talking Here are some examples: Invitation + Cognition + Topic “How might you compare this student’s work with the success criteria ? ” “What are some predictions you would make about assessment results? ”

Let’s Practice……. Ways of Talking Remember to include in your practice session, the non verbal components of features of communication. chart paper and post. Record 3 sentences on the

Images taken from Google Images March 2018

Professional Collaborative Inquiry

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