setting our direction ii
DESCRIPTION
Setting Our Direction II. AISI OCTOBER 2011. WELCOME. River Valley – Tyler Brooks Cremona – Scott MacDonald Delburne – John Ferguson & David Hope Elnora – Jocelyn Pennock HJ Cody – Dave Elwood Sundre High. GOALS:. Connecting as a community of practice Continuing to build our team - PowerPoint PPT PresentationTRANSCRIPT
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Setting Our Direction IIAISIOCTOBER 2011
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WELCOME
• River Valley – Tyler Brooks• Cremona – Scott MacDonald• Delburne – John Ferguson & David Hope• Elnora – Jocelyn Pennock•HJ Cody – Dave Elwood• Sundre High
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GOALS:
•Connecting as a community of practice•Continuing to build our team•Feedback on the Quality Learning Environment model•Reflecting on your AISI work
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Meeting your New Team
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Quality Learning Environment:
• To answer following questions related to the Quality Learning Environment document
Who is this for?
What does it mean?
How will it be used?
What is this?
What is my role in this?
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QUALITY LEARNING ENVIRONMENT
• Part 1: Background Information• Part 2: The Core • Part 3: The 4 Key
Components• Part 4: The
Cultural Conditions
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Part 1Background Information
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Mission & Vision
•Great teachers and great school divisions get their core purpose right…they know why they exist…
•Knowing where you are going and why you are going there is critically important…
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Mission & Vision Statements• Motto confirmed- Where Students Come First
• Mission - Chinook’s Edge School Division will engage every student in meaningful learning by challenging, encouraging and believing in them.
• Vision - Chinook’s Edge School Division will be universally recognized as a collaborative learning community where learning is personalized for all students to achieve success as compassionate and innovative global citizens.
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Key Questions for All of Us
• Rick Stiggins would say that a student can hit any target that is clearly defined and stands still…• Does it stand to reason that we need to be abundantly clear about what a Quality Learning Environment looks like so that as teachers and instructional leaders we know what we are striving for?
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Avoiding the Christmas Tree Effect
What matters most?• Multiple initiatives• Lots of “activity”• Lots of shiny distractions
• Focus on the big stuff and get it right – identify clear, simple principles at the heart of our work!
• Elegant simplicity ~ identify core ideas of what is important
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• If we believe that school improvement and student success in their learning depends on the quality of instruction in classrooms, then we need a conversation about effective instructional practices.
• The catch is, how can we have in-depth conversations about effective instruction if we don’t share a common language?
• To develop a common language, we need to identify – with your help and guidance – an instructional model that defines and provides a common language of effective classroom practice.
Westerberg, 2009
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Purpose ~ Quality Learning Environment• The teacher is our key focal point moving
forward• Provide a common language about instruction• Provide clarity around what we are aiming for• Facilitate conversations around teaching and
learning• Supporting the work of instructional leaders• Bring our mission and vision to life
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Where did the data come from?
• Board/admin retreat (March 2011)• Observations and conversations with schools related to
AISI• Moving and Improving conversations – Learning Services
and Student Services (May 2011)• Ongoing conversations with administrators and teachers• Provincial documents: Inspiring Action, Action on
Inclusion, Action on Curriculum• Learning Services Coordinators (June 29, 2011)• ADCOS (August, 2011; Sept 2011)• COLT – (June 27; Aug 10, 2011)• Student Services (June 29, 2011; Sept 2011)• Teachers Matter (Sept 30, 2011)
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Next Steps
• Aug/Sept/October ADCOS• Teachers Matter Group• AISI Leaders input/feedback• Sp. Ed Liaison’s • School Staffs (Oct-Dec)
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Part 1Background Information
LETS GET STARTED….
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Part 1: Background
Is the Background clear?- Why the QLE is being
developed?- What is the QLE?
- If you were to explain the QLE to your colleagues, does the background section assist you?
- You can make notes on your personal placemat
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TABLE DEBRIEF:• Go around the table….the most experienced person begins
1. Does the Background Section clearly explain:• The intent of the QLE document • Why it is being developed…• What it is…
2. What is missing or unclear in the Background section?
3. What questions do you have?
• Listen for commonalities in the discussion – the least experience person will record these on the GROUP PLACEMAT provided for your table.
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Part 1: Backgroun
dGROUP DEBRIEF
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PART 2: THE CORE
Improving learning for all students
Student Engagement
Relationships
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Part 2: The Core
ON YOUR OWN:
• Read pages 3 & 4 of the document (5minutes)
• Record your reflections on your personal placemat
THINK ABOUT:
• First Impressions? • Suggestions? • What doesn’t
belong? • What is missing?• What is
confusing?
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Part 2: The Core• WITH YOUR TABLE GROUP ~ DATA DUMP• Person #1 talks for 1 minute about their thoughts from page
3• No one else gets to talk…• At the end of 1 minute, Person #2 shares their thoughts for
1 minute• Repeat until everyone has had a turn…remember…no
blurting
• Once everyone has had a turn, an open conversation begins• Listen for themes
• The person who drove the furthest records the commonalities on the group placemat
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Part 2: The Core
GROUP DEBRIEF
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BREAK15 MINUTES
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Part 3The 4 Key Components
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Part 3: The 4 Key Elements• Select your chocolate bar• Go to the area that matches your chocolate bar• You will have approximately 15 minutes/station
and then will rotate to the next one• You will end up at the station where you started
for a summary conversation
• Is the key component clear?• What should be added? Removed?• Implications of this element?
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Return to table group
•Discussion of the conversation you had:
• Person with the shortest hair at your table records additional thoughts on the GROUP placemat.
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Part 4The Cultural Conditions
Culture of LiteracyAnd Numeracy
Culture of Inclusion
Technology EmbeddedIn Learning
Engaging throughLearning Communities
Research & Data Informed
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Part 4: Cultural ConditionsON YOUR OWN:• Read page 2 of document
Agree with…Disagree with…I have a question about…
• You can make notes on your personal placemat
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TABLE DEBRIEF• Go around the table….the person who drove
the furthest today begins•3 rounds: (each person takes turn speaking)
•What you agreed with?•What you disagreed with?• Questions?
• Listen for commonalities in the discussion – the person who lives closest to Innisfail will record these on the GROUP Placemat in the middle of your table
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Part 4: Cultural
Components
GROUP DEBRIEF
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Next Steps• August/Sept/Oct ADCOS• Teachers Matter Group• AISI Leaders input/feedback• Sp. Ed. Liaisons • School Staffs (Oct-Dec)
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Next Steps & Thank You
•Other Thoughts?•Email Lissa Steele: [email protected]
•Wiki updates & processes: http://cesdqle.wikispaces.com
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Looking at our Results:
ON YOUR OWN:• You have an
opportunity to look at another school’s APAR
• We have created partner schools to do this
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ON YOUR OWN, LOOK FOR (15 min):
• What was surprising about the data in the APAR?• What evidence do you see that this
project made a difference for students?• Does the data reflected in the APAR
inform next steps?• What questions remain after reading
this APAR?• What have you learned as a result of
looking through this APAR that might influence your own work?
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WITH YOUR PARTNER SCHOOL• Find a place to sit.• Share your answers to the questions• Leave your response sheet with your partner
school for their own reflection once your conversation is complete
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Levels
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Wrap-Up