1 System Implementation and Monitoring: Regional Session Day 1 Winter, 2013 Resources are available at sim.abel.yorku.ca

1

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

https://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





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


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?



http://adunsiger.com/2012/11/30/my-vision/


Classroom Educator Blog: My Many Musings on Life and Learning

http://adunsiger.com/2012/11/28/using-todaysmeet-to-inform-instruction/







Reflections on Monitoring: Professional Learning

Excerpt from: The Reflective Educator’s Guide to Classroom Research





School Leader Blog: The Open Office

http://brian-harrison.net/2012/11/22/natural-born-learners/








School Leader Blog: The Open Office

http://brian-harrison.net/2012/10/14/mathematizing-mathematics/







Reflections on Monitoring: System Learning

Excerpts from Rethinking Scale, Cynthia Coburn





System Leader Blog: Culture of Yes

• http://cultureofyes.ca/2012/12/04/how-my-learning-changed/





http://cultureofyes.ca/2012/12/04/how-my-learning-changed/

http://cultureofyes.ca/2012/12/04/how-my-learning-changed/






System Leader Blog: Culture of Yes

• http://cultureofyes.ca/2012/11/19/some-west-van-stories/

http://cultureofyes.ca/2012/11/19/some-west-van-stories/

http://cultureofyes.ca/2012/11/19/some-west-van-stories/

Monitoring within the SIM Plan





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





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





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…






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?



After the breakouts…






What do you notice?

What do you wonder?

Documents

1 System Implementation and Monitoring: Regional Session Day 1 Winter, 2013 Resources are available at sim.abel.yorku.ca