Staff Development Staff Development

Council of OntarioCouncil of Ontario

Learning ForwardLearning Forward

November 2010November 2010

Growing SuccessGrowing SuccessAssessment, Evaluation, and Reporting in Ontario Schools

Collaborative Collaborative Inquiry Inquiry

Today’s AgendaToday’s Agenda• Think Think expansively about your team’s inquiry; expansively about your team’s inquiry; • Identify Identify underlying assumptions about your underlying assumptions about your

team’s theory of action;team’s theory of action;• Formulate Formulate a data collection plan; a data collection plan; • BuildBuild a framework for your own work; a framework for your own work; • Model Model protocols that can be used to engage protocols that can be used to engage

teams in purposeful talk. teams in purposeful talk.

NormsNorms

• AAppreciate ppreciate one another’s expertise.one another’s expertise.

• EEngage ngage fully in all learning experiences.fully in all learning experiences.

• IInvest nvest in your own learning.in your own learning.

• OOpenpen your minds to new ways of thinking. your minds to new ways of thinking.

• UUnite nite in purpose: improving student in purpose: improving student

achievement.achievement.

K-A-S-A-BK-A-S-A-B

KKnowledge nowledge –– identify types of data that can be used for school improvement

AAttitude ttitude –– value the use of data in school improvement efforts

SSkills kills –develop a plan to collect data related to your –develop a plan to collect data related to your team’s inquiryteam’s inquiry

AAspire spire – to engage individuals in data focused – to engage individuals in data focused conversations conversations

BBehaviors ehaviors – share strategies for collecting data– share strategies for collecting data

Stage One Stage One Problem FramingProblem Framing

This process included: • determining a meaningful

focus; • determining a shared vision; • writing a purpose statement; • developing a research

question; • and formulating a theory of

action.

Reflecting On the Reflecting On the ProblemProblem

Use the following questions to guide Use the following questions to guide your discussion:your discussion:

• Who are the key stakeholders? • What action needs to occur in order to resolve

the dilemma? • What is the predicted outcome? • What essential learning will occur? • What do you really want to know?

Consultancy ProtocolConsultancy Protocol

““Consultancies give presenters an opportunity Consultancies give presenters an opportunity to tap the expertise in a group, and if past to tap the expertise in a group, and if past

experiences offer any indication, you will be experiences offer any indication, you will be able to rely on the people in your consultancy able to rely on the people in your consultancy

group to provide respectful, thoughtful, group to provide respectful, thoughtful, experienced-based responses to your experienced-based responses to your

dilemma.” dilemma.”

http://www.nsrfharmony.org/protocol/a_z.html#O

Consultancy ProtocolConsultancy Protocol

Step 1 (5 minutes)

The presenter gives an overview of their team’s inquiry and shares the research question developed.

The focus of the group’s conversation is on the dilemma presented.

Consultancy ProtocolConsultancy Protocol

Step 2 (5 minutes)

The consultancy group asks clarifying questions of the presenter – that is questions that have brief, factual answers.

Consultancy ProtocolConsultancy Protocol

Step 3 (5 minutes)

The group asks probing questions of the presenter.

The presenter may respond to the group’s questions, but there is no discussion by the consultancy group of the presenter’s responses.

Consultancy ProtocolConsultancy Protocol

Step 4 (7 minutes)

The group talks with one another about the research question. Possible questions to frame the discussion:

– What did we hear?– What didn’t we hear that might be relevant? – What assumptions seem to be operating? – What questions does the inquiry raise for us? – What do we think about the inquiry? – What might we do if we were faced with a similar

dilemma? – What have we done in similar situations?

Consultancy ProtocolConsultancy Protocol

Step 5 (3 minutes)

The presenter reflects on what he/she heard and on what he/she is now thinking, sharing with the group anything that particularly resonated for him or her during any part of the consultancy. (3 minutes)

Consultancy ProtocolConsultancy Protocol

Team SharingTeam Sharing

$5.00 Summary

Patton (1997) describes a theory of action as “a straightforward articulation of what is supposed to happen in the process that is intended to achieve desired outcomes” (p. 223).

“The best theories at their core are solidly grounded in action.”

(Fullan, 2008, p. 1)

Growing Success Growing Success Theory of ActionTheory of Action

Growing Success Growing Success Theory of ActionTheory of Action

What do you assume to be true? How have these assumptions influenced your thinking about the dilemma?

Stage Two Stage Two Collecting EvidenceCollecting Evidence

In the second stage, collaborative inquiry teams

determine what type of data to collect, how to collect the data,

and where to collect it.

Types of Data for School Types of Data for School ImprovementImprovement

Types of Data for School ImprovementTypes of Data for School Improvement

Jigsaw Jigsaw Mix it up: Variety is the Key to a Well-Rounded

Data-Analysis Plan

Intersections: New Routes Open When One Type of Data Crosses Another

• 3 minute walk through of your portion of the text; • 2 connections relevant to your team’s inquiry; • 1 sentence that’s a strong take away from your portion

of the text and why it is meaningful to our learning.

Data Collection Data Collection TechniquesTechniques

– unobtrusive measures; unobtrusive measures;

– observation; observation;

– interviews; interviews;

– reflective diaries.reflective diaries.

Types of Data for School Improvement

“Collectively and interactively, these data begin to inform schools of the

impact of current programs and processes on their students – so they

can decide what to change to get different results. These data can also assist schools in understanding the

root causes of problems as opposed to just focusing on symptoms.”

Bernhardt, 2002, p. 47

Collaborative InquiryCollaborative Inquiry

Data Recording Protocols

Next StepsNext Steps

- Implement your team’s data Implement your team’s data collection plan; collection plan;

- Adobe Connect SessionAdobe Connect Session- January 21January 21stst

- Stage 3 – Data Analysis Stage 3 – Data Analysis - March 9March 9thth

- Stage 4 – Celebrating and SharingStage 4 – Celebrating and Sharing- June 1stJune 1st