Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process

Adobe Connect for Facilitators of Learning Teams January, 2013

Local: Toll-free: Conference ID: Adobe Connect Link: 416-212-8013 1-866-633-1033 3863204(#)

http://conn-o.osapac.org/r2ph9a96jml Student Success/Learning to 18 Strategic Implementation, Innovation and Support Branch

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

Minds On

Please use the Chat Pod to post your thoughts on this question.

How has teacher professional learning changed over the last several years?

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 2

Minds On

Use the chat pod to note ways that teacher professional learning has changed over the last several years.

PRESENT PAST

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Professional Learning Cycle Resources

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Professional Learning Cycle Resources

Other Resources Available

2011 and 2012 Learning Modules for administrators and facilitators The modules include slide presentations, handouts and facilitator notes.

www.edugains.ca

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Poll

I have facilitated learning teams using a Professional Learning Cycle: I have facilitated learning teams using a Professional Learning Cycle: My experience with the PL Cycle DVD and Facilitator’s Guide is best described as: 1. not yet 2. as a shared responsibility with others 1. Teacher teams 2. Principal teams 3. School leader teams 4. Board leader teams 1. developing awareness 2. have used one or two clips/activities with teams 3. have used several clips/activities with teams 3. a few times 4. many times 4. regularly use clips /activities and integrate with other materials SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 6

Session Materials

 Slide Summary  Professional Learning Cycle DVD, 2011 Facilitator’s Guide  Handout 1: Complexity of Instruction  Handout 2: Professional Learning Cycle (School Level)  Handout 3: Professional Learning Cycle (Board Level)  Handout 4: Artefact – School Leader Team learning log  Handout 5: School-level Leadership practices  Handout 6: System-level Leadership practices  Handout 7: Challenges of Practice  Handout 8: Name That Bias  Handout 9: Give One Get One  Handout 10: Collaborative Inquiry Continuum SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 7

Agenda

 

Minds On

 Teacher Learning – Past and Present Poll Welcome and Introductions  Purpose and Context

Action

Thinking About Learning at All Levels

 School leader learning 

Facilitating Learning at All Levels

 Board leader learning Barriers - Biases and Challenges  Strategies •

Consolidation

Reflection and Next Steps SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

Session Learning Goals

Board teams will build their capacity to understand and facilitate collaborative inquiry at multi-levels (e.g., classroom, school and board) that: • engages learning teams in addressing the learning needs of students and educators • identifies, investigates and addresses challenges of practice in responding to the learning needs of students and educators • uses evidence of learning and practice to determine the impact of work SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

E-Protocols

• • • • • Use signals (bottom left hand corner) 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) SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

Introductions

• Name of Board, SSL and Key Communicator • Type and size of team SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 11

What is 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.

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

School Effectiveness Framework

http://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf

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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 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 14

COLLABORATIVE INQUIRY Driven by Student Learning Needs Professional Learning Cycle

•

Teaching-Learning Critical Pathway

•

Action Research

•

CILM

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Professional Learning Cycle

• •

PLAN

examine student data and work to identify areas of need and ways to address them determine/access professional learning that addresses educator needs to impact practice /differentiate to reach all students •

ACT

Implement and adjust instruction; engage in professional learning, share practice

STUDENT LEARNING EDUCATOR LEARNING

•

OBSERVE

share practice /student work to monitor impact on student learning needs; adjust instruction as needed

REFLECT

• examine student data and work to determine impact, lessons learned, next steps for student and educator learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 16

Student need Teacher learning need

Simply knowing the areas in which students are struggling is not enough for teachers to be able to teach differently. . . . Changing teaching means changing the understanding that underlies the teaching. . . . If (teachers) don’t learn something new, then they don’t have any basis on which to make a change in their classroom practice. . . . So learning something new creates the impetus to change the way they are teaching the concept. Katz, 2013 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 17

DI PLS External Evaluation Recommendations

1. Focus on facilitating a deep understanding of DI as a pedagogical framework 2. Focus on promoting deeper implementation of DI in secondary schools 3. Consider a range of professional learning approaches to promote and foster DI implementation SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 18

Challenges of Implementing Effective Instruction

Challenge #1

• Addressing the complexity of instruction

Challenge #2

• Challenging beliefs to address the knowing – doing gap

Challenge #3

• Supporting multi - level professional learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 19

Addressing the Challenges Implementing Effective Instruction

• • • •

Discussion Paper:

Introduction Area of Challenge 1 Area of Challenge 2 Area of Challenge 3 [Areas of Challenge are aligned with DI PLS Evaluation Recommendations 1-3] SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 20

1. Addressing the Complexity of Instruction

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2. Challenging Beliefs to address the Knowing-Doing Gap

Existing Beliefs Practice

COLLABORATIVE INQUIRY

New Beliefs

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3. Supporting Multi-level Professional Learning

• •

Coherence Making

Alignment is about structures; coherence is about mindsets.

System coherence is about shared mindsets.

(Fullan, 2012) SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 23

Agenda

 

Minds O n

 Teacher learning – Past and Present Poll Welcome and Introductions  Purpose and Context

Action

Thinking About Learning at All Levels

 School leader learning 

Facilitating Learning at All Levels

 Board leader learning Barriers - Biases and Challenges  Strategies •

Consolidation

Reflection and Next Steps SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

Facilitator Role

The facilitator . . . • leads the processes used in a meeting, • choreographs the energy within the group, • maintains a focus on one topic and one process at a time.

Adapted from: Garmston and Wellman, The Adaptive School, p.27

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Facilitating Your Team

Determine roles: (1) facilitator (2) timer and (3) recorder •

Facilitator:

Focuses group on topic and process •

Timer:

Manages times so that all can contribute •

Recorder:

Notes connections and questions raised by board team members SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 26

Multi Level Learning

Pre –Viewing

• What does the term ‘Learning Organization’ mean to you?

During Viewing

• What does it look like? sound like?

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 27

video

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Multi-level Learning

If teacher learning has changed – how does learning change for school and system leaders?

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MULTI-LEVEL INQUIRY

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CLASSROOM Inquiry (PLAN) SCHOOL Inquiry (PLAN) BOARD Inquiry (PLAN)

Multi-level Inquiry

Classroom Instruction (ACT) Leadership & Support (ACT) SIPSA Evidence of impact (OBSERVE) Evidence of impact (OBSERVE) REFLECT REFLECT

Capacity is a power —a ‘habit of mind ’ focused on engaging in and sustaining the learning of people at all levels of the educational system for the collective purpose of enhancing student learning in its broadest sense.

REFLECT Leadership & Support (ACT) Evidence of impact (OBSERVE) BIPSA

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 Stoll (2009).Capacity building for school improvement or creating capacity for learning? A changing landscape.

Journal of Educational Change

.

31

School Leader Team Inquiry

HANDOUT 2

1.Review the guiding questions for each phase of the school leader team inquiry.

2.How do they differ from the board leader team inquiry questions?

HANDOUT 3

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“Everybody has a class… with a needs based learning focus!”

• What do teachers need to learn to support what students need to learn? • What do leaders need to learn to support what teachers need to learn to support what students need to learn?

S. Katz, OFIP presentation, Fall, 2012 SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 33

MULTI-LEVEL INQUIRY/LEARNING

Student Learning Needs Multi-level Inquiry and Learning Responsive Practice Student Engagement and Achievement

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School Leader Team Artefact

1. Examine the inquiry work of the school leader team as outlined in their learning log.

2. Code the extent to which the inquiry components were addressed by the school leader team:

+

-Thoroughly,

S

-somewhat,

?

-to a limited degree/not sure SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 35

Task 1 Summary

To what extent did the school leader learning team: 1. Identify, based on evidence, the learning needs of the teacher teams in their schools? 2. provide conditions to support the work and learning of their teacher teams?

3. attend to their own learning related to supporting the work and learning of their teacher teams?

4. identify, monitor and check for evidence of impact of the conditions that they provided as school leaders?

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Task 2: Board Leader Team Inquiry

As a board leader learning team that provides leadership and support for the school level learning team, discuss/determine: 1. the most immediate learning need(s) of the school learning team 2. what your team needs to learn (e.g., find out about, experience) in order to focus your support 3. how, with whom and where your learning will take place 4. what evidence of impact (i.e. meeting the needs of the school level team) would look like SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 37

Focused Inquiry at all Levels

• • •

Sample Strategies:

Theories of Action: If then statements Inquiry Questions SMART Goals • • • Personalization Precision Professional Learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 (specific ACTION at one level – e.g., school leaders) – (specific IMPACT at another level, e.g., teachers) 38

MULTI-LEVEL INQUIRY/LEARNING

Student Learning Needs Multi-level Inquiry/Learn ing:

• Teachers • School leaders • Board leaders

Responsive Practice:

• Complexity of Instruction • School and System Level Leadership Practices (OLF )

Student Engagement and Achievement

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 39

Teacher learning/inquiry: -Instructional Practice Complexity of Instruction School leader learning/inquiry -School Level Leadership Practices Board leader learning/inquiry - School and System Level Leadership Practices

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 40

Palettes for Multi-level Professional Learning

HANDOUT 5 HANDOUT 6

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Palettes for Multi-level Professional Learning

Please use the Chat Pod to post your thoughts on this question.

As a facilitator, how might you help teams use one or more of these ‘palettes’ to move their work and/or learning forward?

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 42

Agenda

 

Minds O n

 Teacher learning – Past and Present Poll Welcome and Introductions  Purpose and Context

Action

Thinking About Learning at All Levels

 School leader learning 

Facilitating Learning at All Levels

 Board leader learning Barriers - Biases and Challenges  Strategies •

Consolidation

Reflection and Next Steps SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

Facilitator Role

. . facilitation of learning is a role that someone has to intentionally play. “The crucial point is that our conception of facilitating involves interrupting the status quo of professional learning in order to enable new learning that takes place in the form of permanent changes in thinking and practice.”

Katz, 2013

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Barriers to Professional Learning

Interruption is about intentionally responding to the biases that impede new learning. …the biases are an innate and integral part of human nature – they can’t be pre empted by instructional design.

Katz, p.92 & 93, 2013

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Cognitive Biases

1. Mental Shortcuts We don’t think through all the possibilities 2. Confirmation Bias not challenging them We focus on confirming our hypotheses,

3. Vividness Bias

-We pay too much attention to things that are vivid. 4. Illusory Superiority We consider ourselves to be exceptions

5. Omission Bias

- We hesitate to take action in a new direction 6. Imposter Syndrome vulnerabilities We don’t want others to see our SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 46

Name That Bias

Match the learning team member statement to the cognitive bias(es) that it demonstrates.

HANDOUT 8

Name That Bias!

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Challenge of Practices

“For the most part, (learning team) members were not engaging in critical reflection necessary to assess existing theories and develop innovative solutions. This is a necessary step before real changes in classroom practice can be made.” (McCormick as cited in Katz, 2010. What are We Learning About Supporting Professional Learning Communities? p. 19) SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 48

Challenges of Practice (2012)

• • • • In the research, professional learning facilitators identified these challenges when working with teams: Avoiding the Activity Trap Acknowledging/ Examining current beliefs about Teaching/Learning Checking on the Impact Being Deliberate in New Professional Learning 1. Skim the handout.

2. Think of a time when you experienced one of the challenges of practice as a board, school or teacher learning team.

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 49

Cognitive Biases Challenges of Practice

• • • • In your experience, how have you seen the cognitive biases prevent teams from succeeding at moving beyond these challenges of practice?

Select one challenge to discuss with your team.

Avoiding the Activity Trap Acknowledging/Examining current beliefs about Teaching/Learning Checking on the Impact Being Deliberate in New Professional Learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 50

Facilitation Skill: Questioning

What matters most is that the role (of the facilitator) is intentional and that it is focused on interrupting the default or status quo.

Facilitation must interrupt that avoidance tendency by showing us that discomfort isn’t an unfortunate by-product of new learning; its an essential prerequisite.

Katz, 2010. What are We Learning About Supporting Professional Learning Communities? p.28

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Facilitation Skill: Questioning

There is great potential for these questions to shift a conversation from simply sharing stories of practice to questioning the reasons for impacts of instructional actions and using classroom-based data to respond to those questions.

(Nelson et al, Leading Deep Conversations in Collaborative Inquiry Groups, 2010, p.177) SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 52

The ‘Intention’ behind Intentional Interruptions!

(Use protocols/strategies and questioning to:) • Make preconceptions explicit • Ensure that activities and interventions are rooted in “problems of professional practice” • Recruit contradictory evidence • View mistakes as learning opportunities • Encourage a growth (rather than a fixed) mindset • Ensure that problems of practice are questions that people are curious about • Give people autonomy in time and task

(adapted from Katz, 2013)

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 53

Give one, Get One . . .

Think of a time when you have had to make an intentional interruption. What strategy or question have you used?

HANDOUT 9

• • • • Select one or two of the intentions Review the examples given Add new ideas in the column on the right Select one to share with others (chat pod) SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 54

Give one Get One . . .

Use the chat pod to “give” a strategy and/or a question for one or more of the ‘intentions’.

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 55

Agenda

 

Minds O n

 Teacher learning – Past and Present Poll Welcome and Introductions  Purpose and Context

Action

Thinking About Learning at All Levels

 School leader learning 

Facilitating Learning at All Levels

 Board leader learning Barriers - Biases and Challenges  Strategies •

Consolidation

Reflection and Next Steps SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

Consolidation

Making a Difference

• As a facilitator of a learning team at any level, how would • you know if you have : successfully interrupted a cognitive bias?

helped a team overcome one of the challenges of practice?

• • • • • •

COGNITIVE BIASES

Mental Shortcuts Confirmation Bias Vividness Illusory Superiority Omission Bias Imposter Syndrome • • • •

CHALLENGES OF PRACTICE

Avoiding the Activity Trap Acknowledging current beliefs about Teaching/Learning Checking on Impact Being Deliberate in New Professional Learning SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013 57

Collaborative Inquiry Continuum

Supporting Conditions

1. Which condition is most in place for a learning team with which you work?

2. Which condition needs to be strengthened?

HANDOUT 10

SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013

Next Steps

What are your next steps as a board for facilitating learning teams using the a collaborative inquiry process (e.g., the Professional Learning Cycle? Please note at least one ‘next step’ in the CHAT POD prior to signing off.

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Thank you.

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SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013