PUT TITLE HERE Student Success 2011 Summer Program

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

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

Provincial Context: Core Priorities üHigh Levels of Student Achievement üReducing the Gaps in Student Achievement üIncreased Public Confidence in Our Publicly Funded Schools 3

School Effectiveness Framework 4

School Effectiveness Framework 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

Supporting the Instructional Core Leading Learning – Leadership 6 6

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

W Re-entry to School FE Pyramid of Preventions and Interventions SO ME Program Change In-School Interventions (e. g. Credit Recovery) In-Class Interventions AL L (e. g. Credit Rescue) 8 In-School & In-Class Preventions (e. g. Transitions, Differentiated Instruction)

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

Student Success Grades 7 -12 Key Elements 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 10 § School Support Initiative

Agenda Day 1 Day 2 Minds On • Three Heads • Facilitation – Guided Viewing § § Action • Facilitating the Professional Learning Cycle § § 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 q PLAN q ACT q OBSERVE q REFLECT Consolidation § Problem-Solving § Reflection and Next Steps Consolidation • Making Connections 11 11

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

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 Ontario Ministry of Education, SS/L-18 ITEB 2010 Differentiated Instruction Summer Program 13

Session Materials þ þ þ þ Table Profile: 1/Table Group Power. Point 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 þ Handout 7: Facilitation Mind Map þ Handout 8: Plan - Data Sets þ Handout 9: Placemat þ Handout 10: Act-Scenarios þ Handout 11: Guided Viewing. Facilitation (Option B only) þ Handout 12: Guided Viewing. Observe þ Handout 13: Guided Viewing. Reflect 14

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

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. Handout 1 16

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

A Professional Learning Cycle Hand out 2 18 18 18

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

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

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, Lesson. Lab Research Institute & UCLA, May 2009 21

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 22

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

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 Source: accomplished instructors for the The Evolution of a ultimate benefit of students … not Professional Learning Team, Tools for Schools (simply) to develop professional 24 (NSDC), Nov. / Dec. 2008 learning teams.

Collaborative Inquiry Continuum When meeting as a learning team … HA ND OU T 3 25 25

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

‘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

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

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

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

Why a facilitator? What does a facilitator do to maximize the value of meeting and learning time? 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. 31

Facilitation Inquiry 1. Select a topic of interest from Handout 4 Facilitation skills and Knowledge Base : A. Approaches B. Standards C. Skills 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 Ontario Ministry of Education, SS/L-18 ITEB 2010 Differentiated Instruction Summer Program 32

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

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

Instructional Strategy Check 1. What instructional strategies were used to: Handout 5 • 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

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

A Professional Learning Cycle 37 HANDOUT 2 37 37

Using Facilitation Knowledge and Skills Identify a facilitator from the table group for the PLAN, Part A activities. 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-18 ITEB 2010 Differentiated Instruction Summer Program 38 38

PLAN Student learning need focuses educator learning 39 39 39

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

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

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

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

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

Narrowing the Focus - Needs 1. Which statements are examples of focused learning needs? STATEMENT a. The student needs : Y N 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

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

Narrowing the Focus Table Groups Individually, think of a team that you have /will be working with and: 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

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

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 demonstrate the agreements/capabilities? Ontario Ministry of Education, SS/L-18 ITEB 2010 Differentiated Instruction Summer Program 49 49

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 HANDOUT 8 50

Focusing on Data and Evidence Adapted from The Evidence. Based School, K. Hume, 2009. 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

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

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

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

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

Using Facilitation Knowledge and Skills Identify a facilitator from the table group for the PLAN, Part B activities. 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-18 ITEB 2010 Differentiated Instruction Summer Program 56 56

PLAN Video – Part B 57

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. Handout 9 58

Guided Viewing: PLAN (Part B) Handout 9 • 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

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

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

Informal and Formal Leaders Informal Formal • Instructional leadership • Operational and instructional leadership • Articulate vision • Role of authority • Set direction • Roles are a function of relationships, influence and activities • Lead, participate and share – activitybased and expertise driven • Support teachers in learning – • Organize, manage, design and build advocacy, time and resources, collaborative processes and delegate, distribute power communities • Create conditions for collaboration 62 Katz, Earl, Jaafar (2009). Building and Connecting Learning Communities, p. 61 62

Reflection – by interest How can leaders (formal, informal) work together to support the work of learning teams? Select the scenario that is of interest to you and work with in like role pairs or triads: 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

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

Leadership and Student Learning After teaching, the second most influential factor on student learning is leadership (shared; formal and informal). 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 65

Collaborative Inquiry … 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 66

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

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

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 69

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

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

Using Facilitation Knowledge and Skills Identify a facilitator from the table group for the first half of the ACT activities. 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-18 ITEB 2010 Differentiated Instruction Summer Program 72 72

Guided Viewing: ACT (Part A) BEFORE VIEIWNG - Read the ACT description in your Learning Cycle notes organizer. 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

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

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

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

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

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

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

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 80

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. SS/L-18 ITEB 2010 Differentiated Instruction Professional Learning Strategy HANDOUT 10 81 81

Using Facilitation Knowledge and Skills Identify a facilitator in your station group for the ACT Scenario activity. 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-18 ITEB 2010 Differentiated Instruction Summer Program 82 82

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

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 84

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

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

Making Connections 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 3. Share a few ideas with the large group 87

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

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