Supporting Professional Learning- Empowering Staff Through Choice and Inclusion

Kenzie Rushton, BSc., M.Ed.Learning Leader for Professional

DevelopmentCentennial High Schoolkcrushton@cbe.ab.ca

Call to Grow

“To grow in the work of teaching, teachers must themselves be constantly learning, learning more about each of their students, learning more about the subjects they teach and the worlds explored in their academic areas, learning more about what works with different kinds of learners” (Starratt, 2010, p. 31)

Professional Development

•What do you feel are the core components of effective professional development?• Reflect• Share

Connecting to the Foundational Principles of High School Redesign• Mastery Learning• Rigorous & Relevant Curriculum• Personalization• Flexible Learning Environments• Educator Roles & Professional Development• Meaningful relationships• Home and Community Involvement• Assessment• Welcoming, Caring Respectful and Safe

With a focus on Educator Roles and Professional Development• structures are created to better support new types of learning

relationships • collaboration and shared decision making are encouraged • administrators participate in the learning community and

expand their leadership roles • teachers build and have access to a growing repertoire of

approaches to learning • teachers work together to improve the design and delivery of

the curriculum.

Retrieved from: https://ideas.education.alberta.ca/media/74562/edrolesandpd.pdf

Re-Thinking Professional Development

“The time has passed for professional development programs that rely on one-shot workshops to improve teacher practice.” (Goldenberg & Gallimore, 1991, p.69).

Setting the Context

Centennial High School• Relatively new (est. Sept 2004)

• Staff• 100 teaching/ 20 support staff• 1 principal/ 3 Assistant Principals

• Students• 1800 grades 10-12• Heterogeneous (Mix between academic and skills)

• Community• SE Calgary- Mid to High SES

Professional Development

• Committee run•Members from each of the

PLC’s(departments)• AP supports the committee• Includes individuals from support staff• 10 non-instructional days • (2-4 professional development days) a year

Two Goals

Planting seeds of Innovation• Pockets of innovation begin to grow

throughout the building• Nudging/rubbing elbows

Cross pollination• Organize whole staff structures for this to

occurOur job: provide time and organizational opportunities for this to happen

Guiding Principles

• Moves away from the one shot workshop• Embedded and ongoing• Given a priority• Offers meaningful choice and autonomy• Contextual considerations• Provides room for adaptation• Opens classroom doors and practice• Requires long term planning• Involves formative and summative evaluations of

the PD

Core Components• Empowerment of staff through choice• Self selection of

• Groups• focus of work• the approach to PD

• Iterative approach• Involves reflection• Adjustment cycle

• Inclusion• all staff involved in PD• PD day design is evaluated through an ethic of critic

Three year plan

Inclusive

What are some of the characteristics that you would consider to be essential in the organization of inclusive professional development?

Inclusion through an Ethic of Critic“By uncovering inherent injustice or dehumanization imbedded in the language and structures of society, critical analysts invite others to act to redress such injustice” (Starratt, 1991, p. 189).

Guiding questions inspired by critical theory:1. Who benefits by these arrangements?2. Which group dominates this social arrangement?3. Who defines the way things are structured here?4. Who defines what is valued and disvalued in this

situation?

Innovation through Collaboration

“Giving away or openly sharing your best ideas with other[s]. . . keeps you on your toes and make you keep on innovating further in order to stay ahead.” (Hargreaves, 2012, p. 86)

Creating a Collaborative Culture

• Informal and formal structure alignment• Establishing relationships through trust

development• Building relationships through social

network position

Empowering Staff by Letting GoMove from accountability framework to structures which promote responsibility for professional growth

“Accountability is the remainder that is left when responsibility has been subtracted” (Hargreaves & Shirley, 2012, p.62)

Image of the Teacher

Embrace that teachers are:

If provided with the appropriate support, many will participate in programs and activities beyond the scope of their contracted duties, creating an authentic learning environment where they are meeting their moral obligations as educators.

competent

Trustworthy strong

Well meaning inventive

Extremely busy full of ideas

Implementation of the three year plan

Year 1

Introduction/ Selection of PD approach

Teachers as co-researchers of learning• Using successfully developed evidence

based approaches including:• Action Research• PLC• Peer Coaching

Embedded and Ongoing

“The time has passed for professional development programs that rely on one-shot workshops to improve teacher practice.” (Goldenberg & Gallimore, 1991, p.69).

Structural Considerations

• Time as a barrier to professional growth• PD must be given priority through time• Embedded time• Provide time for collaboration• PLC/ PD meeting times• 30 min contact time at the end of each day• (second semester of year 1)

Agenda for the Introduction8:30-9:00 Coffee and Muffins

9:00-9:30 Opening Discussion (Impact of last PD day) [Library]

9:30-10:00 Presentation- Effective PD (Whole staff) [Library]

10:00-10:15 Selection of PD approach for next year (PLC; Action Research; Peer Coaching; Transitions) [Library]

10:15-10:45 Presentations on PD approaches (Smaller Groups) [Library/ elearn/ Super lab/ Cos]

10:45-11:00 Break

11:00-12:00

Round table (forming groups/ exploring ideas) Transition conversation

Completing TPGP (Individual/ small group) Portfolios/ Resume

Forming Groups and Establishing Norms of Interaction

• Establish norms of interaction• Based on Protocol from the

School Reform Initiative• “Forming Ground Rules (Creating Norms)”• Asked to make a record of it

Making our Work Visible for Each other• Structured opportunities• Mini Convention• Sharing session• PLC/PD meeting times• Contact time• Weekly 30 min meeting for Support staff

Mini Convention- Cross Pollination

8:30-9:00 Tim’s Coffee; Hot Chocolate, Tea: Muffins, Bagels and Fruit [Library]

9:00-9:20 Vision for the day [Library]9:20-9:30 Travel to meeting areas

9:30-10:30 Session 1 [As per session schedule]10:40-11:40 Session 2 [As per session schedule]11:40-12:25 Lunch Provided [Library]

12:25-1:55 Session 3 [As per session schedule]

2:00-2:30 Impact? [Library]Thanks/ Acknowledgements

3:00 PUB SOCIAL[ Darby Arms]

SessionsSession 1 (9:30-10:30) Session 2 (10:40- 11:40) Session 3 (12:25-1:55)

Critical thinking Teacher Logic/Communication Teacher Logic/Communication

Tales from the Dark Side Teacher Exchange Programs/ Overseas opportunities in the CBE

Cooking with Chef Ali

Teacher Logic/Communication

Me? A Leader? Exploring the Wood Shop

The Teenage Brain Encouraging KAE and PLP Success

PLC/PD time

Smart Notebook/ Podium Effective use of D2L in the classroom

Photography

Video editing That's so gay! What's a GSA? Fundamental Fitness

Guidance from guidance Yoga Fish Creek Park Quest for Centennial High School

Collaborative Problem Solving

Sharing Session9:00-9:10 Whole Staff Meet – Introduction to session [library]

9:10-10:10

Celebration of Professional Learning

Sharing presentations Attend four presentations of interest (15 mins in length)

[various locations in the library]

10:10ish- 11:00

Personal Reflection on your Professional Learning

Whole Staff Meet [library] A personal evaluation of PD for the year. Identification of areas that they would like to grow in. Adjustments to their personal PD vision for next year. Survey for the PD committee to make adjustments Invitation to join the professional development committee

for next year

Year 2

Year 2 of the 3 year plan8:45 -9:00 Tim’s Coffee; Hot Chocolate; Tea; Muffins; Bagels and Fruit

9:00-9:15 Introduction to the day

9:15- 9:45

PD Sharing of Groups/ Selection of PD approach/ [Adjustment cycle] Forming Small Groups [Alternative group ideas provided] What will you be doing? Who will you be doing it with?

9:45-10:30

PD approaches (AR; PLC; PC) Review/Establishing norms of interaction (30 mins) Arrange monthly meeting times Using Focusing questions to begin work for your PLC

10:30-10:45 Break

10:45-12:00

PD approaches (AR; PLC; PC) Reconvene- Significant Impact Continue working on your PD focus from the morning Hand in completed sheet to PD committee for sharing- Will be

posted for others to see12:00-12:45 Lunch Provided

12:45-1:00 Reconvene- QWESTS- [Carter Cox]

1:00-2:45 Team Building Activity2:45-3:15 Wrap up

The Adjustment Cycle

• Staff revisit the work that they did•New staff are incorporated• Expect movement•Group did not meet your needs?• Change in focus• Change who you worked with• Re-establish norms of interaction

Samples of PD workGroup Focus Approach

SPARK program Action ResearchPODS; Inquiry; Cross curricular; Teaching and learning Peer Coaching/ PLC

Making Science more relevant; More avenues for learning PLC

Emerging Technology; New Programs PLC

Implementing theatrical technology into the theatre classroom

Action Research

Process in artistic language and teaching practices PLC

Assessment strategies; Curricular engagement with reluctant learners; Improving Student writing; Oral Expression

PLC

More SamplesGroup Focus Approach

To develop our ability to identify and support students who are struggling with mental health issues; To support colleagues at CHS and beyond in the identification/ support of these kids

PLC

Outdoor trips PLC

Female Empowerment; Girl Bullying PLC

Student engagement; Formative assessment PLC

Creating materials for students to clearly understand the curriculum; Understanding the needs of a 30-1/ 30-2 student; Board work; Cumulative exams

PLC

Making Learning Visible in High School Science Classes Action Research

Common strategies for developing writing skills for SS; Building source analysis skills in students

PLC

Adjustment for Sharing Session8:30-9:00 Arrive

9:00-11:00 Prep for presentations/ sharing time [locations to be determined by PLC/PD groups]

11:00- 11:45 pm

PLC/PD Sharing (Small Groups) [Library]

11:45 am- 12:15pm Snack Provided [Library]

12:15pm to 1:00 pm PLC/ PD Sharing (small groups) [Library]

Feedback

•How feedback from staff informed your decisions about up and coming professional development?

Formative and Summative Evaluations

• Gathering feedback from staff has led to many modifications of our initial ideas• Collected Data via:• Survey Monkey • Keep doing/ Start doing/ Stop doing • Informal conversations

• Teachers assess their own professional growth to make adjustments

Feedback from staff

• Community Enhancement• Personalization of Learning• Addressing Critical Needs

Year 3?

Closing Thoughts

•Ideas?•Comments?•Suggestions?

References• Dick, W., Carey, L., & Carey, J. (2005). The systematic design of instruction: (sixth edition).

Boston, M.A : Pearson/ Allyn & Bacon.• Fraser, S., & Gestwick,i C. (2002). Authentic childhood: Exploring Reggio Emilia in the

classroom. Albany, NY: Delmar- Thomson Learning.• Goldenberg C. & Gallimore, R. (1991). Changing teaching takes more than a one-shot

workshop. Educational Leadership, 49(3), 69-72.• Government of Alberta. (2011). Educator Roles and Professional Development- Foundational

Principles for High School Redesign. Retrieved from: https://ideas.education.alberta.ca/media/74562/edrolesandpd.pdf.

• Hargreaves. A., Shirley D. (2012). The Global Fourth Way- The quest for educational excellence. Corwin, Thousand Oaks, California

• Sergiovanni, T. (2004). Collaborative cultures and communities of practice. Principal leadership (Middle school edition), 5(1), 49-52.

• Starratt, R. J. (2010). Refocusing School Leadership: Foregrounding Human Development Throughout the Work of the School. Florence, KY: Routledge.

• Starratt, R. J. (1991). Building an ethical school: A theory for practice in educational leadership. Educational Administration Quarterly, 27(2), 185-202