1 system implementation and monitoring: regional session day 1 winter, 2013 resources are available...
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System Implementation and Monitoring:
Regional Session Day 1Winter, 2013
Resources are available at
sim.abel.yorku.ca
Goals
• Inquire and co-learn through sharing evidence of district implementation (practising, supporting, monitoring, reflecting and revising)
• Build and mobilize knowledge through outside and in-the-room thinking
Agenda (slight variations regionally)
Day 1
9:00 – 12:00
Welcomes, Mind Sets, Monitoring, Break, Within-team sharing of artefacts
12:45 – 3:30
Inquiry, Break, Within-team Planning time
Day 2
8:30 – 11:30
Welcomes, Principal Voice, Breakouts
12:15 – 2:30
Breakouts, Team time
Ripples
Norms
All voices are heard.All voices are heard.
Our norms…• Truly take turns and listen• Have the right to pass
Logistical and Thinking Template
Logistical and Thinking Template
Making Thinking Visiblehttp://todaysmeet.com/OttawaSIM
Steps 1&2• Type your name• Click on “Join”
Making Thinking Visiblehttp://todaysmeet.com/OttawaSIM
Steps 3 & 4• Type your message• Click on “Say”
Option: Tweet at http://today.io/7uoh
Student Engagement
• Insert journey to excellence video
www.journeytoexcellence.org.uk/videos/itsmyfuture.asp
David Perkins
Insert david perkins video
Mind-Sets and Equitable Education
Read.
What connections do you make?
What opportunities do you see?
Team Discussion
What are your wonderings?
• What connections do you make?
• What opportunities do you see?
Voicethread and Mindsets
What are the challenges and opportunities that arise through different mind-sets?
Using Voicethread, share your thinking.
URL:
voicethread.com/share/3837748
• Why monitor?• When? Who? For what purpose?• How do we know it is making a
difference?
Co-thinking About Monitoring
Awareness Beginning
Implementation Partial
Implementation Full
Implementation
Practising
Describe the pedagogical content knowledge required to support the learning needs of students.
How is this in support of the urgent student learning needs?
Supporting
How will you integrate collaborative dialogue and classroom experiences (in support of the practising)? Is feedback constructive, timely and differentiated?
What resources (e.g., video clips, research literature, human, time) are needed?
Monitoring (Observing and Describing)
What is the impact on student learning and experience so far? How do you know? What is the depth of implementation? How do you know?
How does this influence your decision making?
Reflecting, Refining and Innovating
How have you built in time for reflection?
“We must, in other words, become adept at learning.
We must become able not only to transform our
institutions, in response to changing situations
and requirements; we must invent and develop
institutions which are ‘learning systems’, that is
to say, systems capable of bringing about
their own continuing transformation.” <add
placemat visual>
- Donald Schon
• Who is learning what? How will we know? • Why is this learning significant?• How is student learning impacting classroom, school
and system?
Monitoring the Learning of an Organization
Key Questions When Analysing Data
Purpose: How is the data useful?
Description: What are the patterns/items of interest that you notice from this data?
Limitations: What are the limitations of this data?
Inferences and Questions: What can we infer from this data? What further questions does this data generate?
Next Steps: What further data do we need to better understand our learnings?
Considerations When Monitoring
Focus/Inquiry Actions Understanding Impact
What is your SIM focus/inquiry? How does it relate to implementing and monitoring your BIPSA?
Describe your implementation strategy.
Describe how your team will monitor the implementation and respond throughout implementation in and across SIM schools.
Action Understanding Impact
Further Considerations
When Monitoring
Actions: What actions and
monitoring processes have you
described?
Outcomes: What observable
outcomes or actions will be
monitored?
Monitoring the Learning of a Learning Organization
Focus/Inquiry Actions Understanding Impact
What is your SIM focus/inquiry? How does it relate to implementing and monitoring your BIPSA?
Describe your implementation strategy.
Describe how your team will monitor the implementation and respond throughout implementation in and across SIM schools.
Reflecting on Monitoring Learning Across Contexts
Student Learning (Room ___)• Pedagogical Documentation• Example: My Many Musings on Life and Learning
Professional Learning (Room __ )• The Reflective Educator’s Guide to Classroom
Research excerpt• Example: The Open Office
System Learning (Room __ )• Excerpts from Rethinking Scale, Cynthia Coburn• Example: Culture of Yes
Voicethread
• Insert VT instructions
Reflections on Monitoring: Student Learning
What do you notice about monitoring?
What do you wonder about monitoring?
What are the implications for you?
Pedagogical Documentation Monograph
Reflections on Monitoring: Student Learning
Classroom Educator Blog: My Many Musings on Life and Learning
http://adunsiger.com/2012/11/30/my-vision/
How is this blog an example of monitoring?
What do you notice about this example of monitoring?
What do you wonder about monitoring?
What are the implications for you?
Reflections on Monitoring: Student Learning
Classroom Educator Blog: My Many Musings on Life and Learning
http://adunsiger.com/2012/11/28/using-todaysmeet-to-inform-instruction/
How is this blog an example of monitoring?
What do you notice about this example of monitoring?
What do you wonder about monitoring?
What are the implications for you?
Reflections on Monitoring: Professional Learning
Excerpt from: The Reflective Educator’s Guide to Classroom Research
What do you notice about monitoring?
What do you wonder about monitoring?
What are the implications for you?
Reflections on Monitoring: Professional Learning
School Leader Blog: The Open Office
http://brian-harrison.net/2012/11/22/natural-born-learners/
How is this blog an example of monitoring?
What do you notice about this example of monitoring?
What do you wonder about monitoring?
What are the implications for you?
Reflections on Monitoring: Professional Learning
School Leader Blog: The Open Office
http://brian-harrison.net/2012/10/14/mathematizing-mathematics/
How is this blog an example of monitoring?
What do you notice about this example of monitoring?
What do you wonder about monitoring?
What are the implications for you?
Reflections on Monitoring: System Learning
Excerpts from Rethinking Scale, Cynthia Coburn
What do you notice about monitoring?
What do you wonder about monitoring?
What are the implications for you?
Reflections on Monitoring: System Learning
System Leader Blog: Culture of Yes
• http://cultureofyes.ca/2012/12/04/how-my-learning-changed/
How is this blog an example of monitoring?
What do you notice about this example of monitoring?
What do you wonder about monitoring?
What are the implications for you?
Reflections on Monitoring: System Learning
How is this blog an example of monitoring?
What do you notice about this example of monitoring?
What do you wonder about monitoring?
What are the implications for you?
System Leader Blog: Culture of Yes
• http://cultureofyes.ca/2012/11/19/some-west-van-stories/
Monitoring within the SIM Plan
Focus/Inquiry Actions Understanding Impact
What is your SIM focus/inquiry? How does it relate to implementing and monitoring your BIPSA?
Describe your implementation strategy.
Describe how your team will monitor the implementation and respond throughout implementation in and across SIM schools.
Review the monitoring section on your SIM plan.
What do you notice?
What do you wonder?
How do the artefacts you have brought contribute to these understandings?
Describing Our Journey Implementation tool from 2010-11• Can this be a useful tool?• How has the thinking
evolved?
STAGE OF IMPLEMENTATION
DESCRIPTION EXAMPLES OF OBSERVABLE ACTIONS
PARTIAL IMPLEMENTATION
(stage three)
This stage has a continued focus on professional development, networking and inquiry. The initiative is being implemented in a number of sites across the system. Staffs are at various levels of understanding and engagement. As in the 'beginning implementation stage', this phase of activity provides an opportunity for ongoing monitoring of key areas (i.e. performance indicators, process, structures, resources) to inform and adapt implementation. As issues during implementation arise, consultation with others (i.e. other District School Boards) and research literature are drawn in as evidence to inform adaptation of implementation.
Move towards precision and personalization Align and integrate with existing expectations (classroom, school, board
and provincial goals with problem of practice) Using information gathered through data collection / analysis, inquiry and
reflection strategically eliminate ineffective practices and obstacles Refine ongoing action plans for full implementation with inclusion of
appropriate stakeholders input – determine success criteria, timelines, professional development resources and alignment with existing expectations and practices
Continue to track progress – note successes, challenges and begin to capture the narrative of the journey, have a focus on observations of action
Need to begin with differentiated professional support for groups and individuals who may be at different stages of implementation, in some cases there may be a need to revisit some the actions required in the initial stages of implementation
Allow for multiple entry points for staff who are at different points along the continuum of change
Embed inquiry and reflective practice are evident
FULL IMPLEMENTATION
(stage four)
Most obstacles have been overcome and strategies for refining specific areas of the initiative have been identified through data collection and analysis. The initiative has been integrated across the system and is common place. During this stage evaluation of the quality and effectiveness of implementation takes place and there is an examination of areas for improvement. Data and evidence from research is routinely used to inform and adapt the implementation, often in innovative ways to precisely meet the needs of the system. A cycle of improvement planning has been established.
Carry out all areas of the initiative in a routine manner and integrate the
initiative as part of regular practice Share progress recognizing successes, challenges and the narrative of the
journey. Reflect and consider opportunities of ongoing future learning / refinements
Consistent understanding of the initiative across all stakeholders exists Consolidate thinking and reflect on next steps Structures and process for ongoing monitoring (at classroom, school and
system level) for the purpose of refinement, implementation, innovation reviewing / revising of the action plan
Monitoring is owned by all the participants High level of staff efficacy and trust concerning the initiative throughout all
levels of the organization Embed inquiry and reflective practice is evident
DESCRIBING OUR JOURNEY Four Stages of implementation (Draft Document)
The following is a tool to assist in determining the stage of implementation the province, district, school or individual are situated while addressing change due to the identification of problems of practice. This tool has been developed using the input received from 60 district school boards who participated in Schools in the Middle (SIM) sessions provided across the province during March and April of 2011. The descriptions and observable actions consider the common elements taken from this work along with current research concerning implementation practices.
STAGE OF IMPLEMENTATION
DESCRIPTION EXAMPLES OF OBSERVABLE ACTIONS
AWARENESS
(stage one)
There is no expectation for the initiative to have a direct impact on practice. This stage focuses on recognizing and defining the problem. There is a focus on building a culture of inquiry within the system and preparation for responsiveness. Some initial planning is beginning to take place. The majority of effort is on building system readiness for the new initiative
Study and review successful evidence based practices – identify problems
of current practice and determine the need for change Define the problem Establish a culture of inquiry Provide opportunities for collaborative inquiry Build common understanding of language Identify the stakeholders Engage and consult with stakeholders Determine alignment and gaps between current and new practice Create action plan to address beginning implementation – determine
success criteria, timelines, professional development, resources, alignment with other system initiatives including SIP and BIP
Create a leadership team around the strategy Ensure all activities are research informed
BEGINNING IMPLEMENTATION
(stage two)
This stage is composed of professional learning, networking and inquiry about the problems of practice. Employing strategies to address the problems of practice are taking place. Observations from this initial activity assist in providing information that will create the conditions for spread, depth and fidelity (i.e. formative monitoring). Such observations inform the scaffolding required by determining necessary modifications to structure, processes and resource etc. The initiative is being implemented in some locations with scaffolds gradually withdrawn. There is a developing awareness of the initiative as a framework for effective practice.
Shifting existing practices to align with addressing the problem of practice Working collaboratively to build consistency Review action plan to address partial implementation – re-examine and
determine success criteria, timelines, professional development, resources, alignment with SIP and BIP
Monitor and review how the action plan is progressing, including processes and structures that support the intended change (district, school and classroom instructional leadership)
Create trusting professional relationships through working together Collaborative inquiry exists with depth and breadth at many levels in the
system.
Monitoring the Journey
Monitoring within the SIM Plan
Focus/Inquiry Actions Understanding Impact
What is your SIM focus/inquiry? How does it relate to implementing and monitoring your BIPSA?
Describe your implementation strategy.
Describe how your team will monitor the implementation and respond throughout implementation in and across SIM schools.
Review the monitoring section on your SIM plan.
What do you notice?
What do you wonder?
How do the artefacts you have brought contribute to these understandings?
Lunch
• Why inquiry?
• When?
• How do we know it is making a difference?
What are your wonders?
Co-thinking About Inquiry
Allan Luke
How does a repertoire of pedagogy support learning?
Insert video
Continuing Thinking About Inquiry
Compare and Contrast
Some suggestions…• Discuss with your team• Offer an idea on Today’s Meet
In the Classroom – First Viewing
What do you notice?
What do you wonder?
Insert grade 2 and grade 8 classroom clip
In the Classroom – Second Viewing
Identify and discuss evidence of student thinking and learning through one of the following frameworks.
• School Effectiveness Framework
• Achievement Chart – Language and Science
• Mathematics Processes & The Four Roles for the Literate Learner (Third Teacher, pages 6 and 7)
• Curricula (from the internet)
Insert grade 2 and grade 8 classroom clip
Influence of Inquiry
What ripple effects are you thinking about?
StudentInquiry
Educator Inquiry within the SIM Plan
Focus/Inquiry Actions Understanding Impact
What is your SIM focus/inquiry? How does it relate to implementing and monitoring your BIPSA?
Describe your implementation strategy.
Describe how your team will monitor the implementation and respond throughout implementation in and across SIM schools.
Review the focus/inquiry section on your SIM plan.
What do you notice?
What do you wonder?
End of Day 1 Comments
• Hot breakfast at 7:45• 8:30 start time• Please organize the table materials
At 3:00, please excuse the Junior Math Reps who will meet in room ___________ .
Cross-District, Like-Role Sharing
GOALS:• Inquire and co-learn through sharing
evidence of district implementation (practising, supporting, monitoring, reflecting and revising)
• Build and mobilize knowledge through outside and in-the-room thinking
A Principal’s Narrative
How might these ideas support student, classroom, school and system learning?
A Principal’s Narrative
Insert Principal video
A Principal’s Narrative, Kathy Kubota-Zarivnij
Breakouts
Morning Breakout Learnings
How might the ideas from this breakout support student, classroom, school and system learning?
https://voicethread.com/share/3837748/
Team-time – After the breakouts…
Focus/Inquiry Actions Understanding Impact
What is your SIM focus/inquiry? How does it relate to implementing and monitoring your BIPSA?
Describe your implementation strategy.
Describe how your team will monitor the implementation and respond throughout implementation in and across SIM schools.
Review the focus/inquiry section on your SIM plan.
What do you notice?
What do you wonder?
Lunch
Breakouts
Afternoon Breakout Learnings
How might the ideas from this breakout support student, classroom, school and system learning?
https://voicethread.com/share/3837748/
After the breakouts…
Focus/Inquiry Actions Understanding Impact
What is your SIM focus/inquiry? How does it relate to implementing and monitoring your BIPSA?
Describe your implementation strategy.
Describe how your team will monitor the implementation and respond throughout implementation in and across SIM schools.
Review the focus/inquiry section on your SIM plan.
What do you notice?
What do you wonder?