Voices From the Field

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Voices From the Field. Name: Vince Campolongo Board: Wellington Catholic DSB Learning Team Facilitator (Professional Learning Cycle). Engaging Boys – A Collaborative Inquiry Project Challenges, Responses and Tools. Vince Campolongo Vice-Principal Our Lady of Lourdes Catholic High School. - PowerPoint PPT Presentation

Text of Voices From the Field

  • Voices From the FieldName: Vince Campolongo

    Board: Wellington Catholic DSB

    Learning Team Facilitator (Professional Learning Cycle) *

  • *Engaging Boys A Collaborative Inquiry ProjectChallenges, Responses and Tools

    Vince CampolongoVice-PrincipalOur Lady of Lourdes Catholic High School

  • Overview of Presentation2011-12 School Improvement Context

    Collaborative InquiryA Shift In ThinkingChallengesResponses Tools

    *

  • *2010-11 Literacy Collaborative Inquiry ProjectStudent comprehension needs were assessed through moderated marking of a diagnostic (Plan)Student needs were addressed by explicitly teaching a literacy strategy (Act)Differentiation in the context of using gradual release (Act)Measuring success through artefacts that showed student progress using the strategy (Observe)

  • 2011-12 School Improvement Plan*

  • *2011-12 School Improvement

  • Inquiry BasedProfessional Learning Cycle guides the processPurposeful staffing of targeted courses with teachers that were open minded and/or had experience with professional learning10 teachers were chosen Half of these teachers were involved in collaborative inquiry devoted to supporting cross-curricular reading comprehension in the previous year1 full day for orientation and 3 half days of facilitated sessions in semester 14 vulnerable students identified in targeted courses and these are used to track progress

    *

  • Assessing Student NeedsA survey (My Opinion Matters) was designed by the group to empower students and to develop lessons that were correlated to self-identified interests, needs and strategies that would promote engagementStudent need was substantiated from both survey results and teacher observationsStudent work was used as the foundation for focused professional learning conversations

    *

  • *

  • MovingFrom

    Instructional decisions based on teacher preferences

    To

    Instructional decisions based on student need

    *

  • Facilitation Challenges and ResponseChallengeIt was common for participants to want to implement a familiar strategy for the entire class

    ResponseMore emphasis and time on analyzing the diagnostic data and on creating profiles first to support correlating instructional decisions to needGrouping teachers according to common strategies to co-plan and using coaching to support co-planningFocus on supporting teachers in creating a maximum of 3 flexible groupings to meet more student needs

    *

  • *Tools

  • *Source: Learning For All Draft Document, Ministry of Education, 2011

  • MovingFrom

    Conversations that describe what was done during the lesson

    To

    Teaching-Learning Connections

    *

  • Facilitation Challenges and ResponseChallengeDescriptions of what was done during a lesson created a superficial focus on the actions of teachers which led to discussions on how to replicate the lesson

    ResponseFacilitators need to model questions that shift the conversations from story telling to how teaching decisions and actions influence student learningThere needs to be an expectation that participants use specific artifacts to respond to these questions

    *

  • *Tools

  • MovingFrom

    Major Emphasis on Achieving a SMART goal

    To

    Gathering rich data which can guide teacher adjustments that are most likely to impact on student learning

    *

  • Facilitation Challenges and ChangesChallengeWhen the SMART goal becomes the major focus, what is lost is the dialogue that centres around student learning and progress

    ResponseStudent work can come in many forms but the use of appropriate organizational structures, such as graphic organizers to help students gather, organize, manage and communicate information and ideas can form rich data that visibly shows student learning

    *

  • *Tools

  • Still Working OnResearching and adopting formal indicators of engagement to be used for assessment Incorporating co-teaching to provide more visibility into the classroom environment that supports the teaching-learning dynamic*vcampolongo@wellingtoncdsb.ca519 836-2170 Ext. 103503

    **