PUT TITLE HERE

PUT TITLE HEREStudent Success2011 Summer Program

NAME OF YOUR MODULE HERE

Student Success2011 Summer Program

Facilitating Learning Teams using a Professional Learning Cycle

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:

High Levels of Student Achievement

Reducing the Gaps in Student Achievement

Increased Public Confidence in Our Publicly Funded Schools

Provincial Context: Core Priorities

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

Supporting the Instructional CoreLeading Learning – Leadership

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.

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)

Pyramid of Preventions

andInterventions

Example

School(SIP)

Classroom(planning for teaching and learning)

Professional Learning Cycle(collaborative inquiry)

Board(BIP)

Literacy: Writing

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)

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

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

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

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 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

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

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

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

Facilitator PreferencesThink about your experience as a facilitator and select the option that best describes you as a facilitator:

A. Mr. HappyB. The Librarian C. Einstein D. Teddy BearE. The Worrier

17SS/L-18ITEB 2010 The Professional Learning Cycle

Table groups note their facilitator preferences on their Table Profile.

A Professional Learning Cycle

1818 18

Handout 2

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

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

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, 2nd Edition, p.24

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?

Learning TeamsProfessional 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

Collaborative Inquiry Continuum

When meeting as a learning team …

HANDOUT 3

Professional Learning Cycle VideoIntroduction

Voices:• Teachers• School principals• Student success leaders

Viewing Focus:• opportunities• areas of challenge

‘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

Agenda Day 2

Cycle PLAN ACT

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…

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.

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?

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.

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

Table Profile - Update

Table Groups• Add learning preferences to Table Profiles and

discuss implications for your work together.

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.

Handout 5

Agenda Day 2

Cycle PLAN ACT

A Professional Learning Cycle

3737HANDOUT 2

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.

Identify a facilitator from the table group for the PLAN, Part A activities.

Student learning need focuses educator learning

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.640

Professional Learning Cycle Notes Organizer

Use as needed to note thoughts and ideas related to the Professional Learning Cycle process.

Handout 6

PLAN Video – Part A

Before viewing: Read the PLAN description on your Learning Cycle Notes Organizer

Before viewing: examine thePLAN section of the Collaborative Inquiry continuum.

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.

Narrowing the Focus - Needs

1. Which statements are examples of focused learning needs?

STATEMENT The student needs : Y N

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?

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

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.

Table GroupsIndividually, think of a team that you have /will be working with and:

Narrowing the FocusTable Groups1. Refine student needs as

required2. Share with your table

group.3. As a table group, select

one or two examples to share with the large group.

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?

Data Set Learning CentresSelect a Learning Centre based on the data set of interest:Data Set 1: Career Studies – Career

ExplorationData Set 2: Cross-curricular - Reading

ReadinessData Set 3: Math - Solving Linear

EquationsData Set 4: Visual Arts- Artist’s

Statement

HANDOUT 8

Focusing on Data and Evidence1. 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

Adapted from The Evidence-Based School, K. Hume, 2009.

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

Data Sets Debrief

Share:– Student learning need– Educator learning required– Evidence to monitor progress

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?

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

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.

Identify a facilitator from the table group for the PLAN, Part B activities.

PLAN Video – Part B

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

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.

Handout 9

PLAN Video – Part B

Share your summary of points (e.g., comments, questions) that may relate to your upcoming work with learning teams

Complementary Roles

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

Informal and Formal LeadersInformal• 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

Katz, Earl, Jaafar (2009). Building and Connecting Learning Communities, p.6162

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

Select the scenario that is of interest to you and work with in like role pairs or triads:

Reflection

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

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

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

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.

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.

Handout 5

Making Connections

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

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?

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?

Implementing instruction, adjusting as needed, to meet student needs

Engaging in professional learning to build understanding of the instructional approach

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.

Identify a facilitator from the table group for the first half of the ACT activities.

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 VIEWING1. Discuss as a table group.2. Prepare to share one item: what we saw; what

we suggest73

BEFORE VIEIWNG - Read the ACT description in your Learning Cycle notes organizer.

Video – ACT (Part A)

Share at least one item: • what we saw • what we suggest

Visible Teaching - HattieTeachers are:Making learning the explicit goalSharing challenging learning intentions and success

criteriaPlanning interventions that deliberately encourage

mastery of these intentionsSeeking and giving feedbackAdapting teaching as a result of feedback from

learners

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.

What influences professional practice?

Douglas Reeves, Leadership and Learning, 2008

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?

Guided Viewing: ACT (Part B)

As a Table Group,• summarize your response to

question 2 or 3, and • share with the large group.

To what extent did the learning teams in the video engage in professional learning?

HANDOUT 3 79

Facilitation Debrief1. 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?

ACT: Scenario Stations1. 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

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.

Identify a facilitator in your station group for the ACT Scenario activity.

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

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?

1. What instructional strategies were used to:– Focus viewing– Differentiate instruction– Foster engagement

2. Note strategies used on the Strategy Bank handout.

Handout 5

Agenda Day 2

Cycle PLAN ACT

Making Connections1.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

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

Agenda Day 2

Cycle PLAN ACT

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