Welcome LEARNING FACILITATOR MEETING SEPTEMBER 17 TH, 2015 Learning Facilitator Meeting September 17 th 9:00 AM: Lori - welcome and motivation 9:15 AM: Lori & Kim Side by Side Learning connections to MPSC statement #2 10:30 AM: Break 10:45 AM: Tracey Scenarios connected to coaching 12:00 PM: Lunch is provided 12:45 PM: Karen & Chris Sept. 25 th : shared planning from PD/PLC committee and planning time 2:45 PM: Chris exit slips 3:00 PM: Conclusion Welcome The Possum Lodge Word Game Side-By-Side Learning Final Word 1. As you read, make a light check mark in pencil or place a sticky note next to five statements that you agree or disagree with already know something about are wondering something about found interesting want to say something about 2. After you finish reading, write a comment beside the check mark that you would like to share with your group. 3. When you meet in your group, take the following steps: Select a group member to go first. The selected member reads the statement from the front of one of his or her cards, but is not allowed to make any comments. All other group members talk about the comment and make comments. When everyone is done commenting, the member who wrote the statement makes comments. A second group member is selected, and the process is repeated until all cards are shared. Scenarios MPSC STATEMENT #2 TimeObservation 10:10-10:12Teacher walks around the room, checking in with students to ensure everyone understands the task and is on task 10:12Joins student at her table and sits beside. How are things going with your multiplication? S: talks about how she knows all of her 2 X and her 5X and her 10X and sometimes her 6X. Has hardest time with 3s, 7s and sometimes 8s. She has a couple specific ones she is working onpulls out her graph paper arrays. Shows her the 3X7 arrayalways seems to have a hard time with this one. 10:14T: What do you do with your other 3 Xs? S: I usually do double plus another T: Can you give example S: 3X5 would be double 5s, which is 10 and then another five which is 15. But I dont really have to do it with that one because 5s are easy. T: might this strategy work with 3X7? S: Not very fast because Double 7 is 14 but adding another 7 isnt very fastI am counting on my fingers. 10:15Two students appear to be wrestling over some base ten blocks and knock the bin over. Teacher goes over to help clean it up and is whispering to them...cant hear what is said. 10:17S: Waiting patiently for teacher to return T: where were we? S: I was saying that sometimes my 3X are hard. T: So what was the issue again? S: 7 plus 7 is 14 and then I am counting on my fingers to get to 21 and we talked about how that isnt a fast way to do it but I cant think of another way to do it. T: So maybe it isnt the multiplying that is the issue here, but it might be your mental adding. Can you think back to some of our mental math strategies for adding numbers to help you think about how to add 7 without your fingers? Then can you write your thinking down on that graph paper beside your 3X7 array and you can possibly share it during our reflection time today. S: I kind of forgot about thatI sometimes just go back to using my fingers when I am in a hurry. T: I know, but when we are learning how to do something more efficiently sometimes we have to slow down and then we can get faster. I will check with you before you share to make sure you have come up with a plan that might work. 10:20End of conversation teacher moves on to another student. Task In triads - one person pretends to be the LF in this scenario one person pretends to be the teacher one person watches the coaching conversation and collects data for the LFs reflection The role of the LF is to paraphrase and ask invitational questions to help the teacher reflect. The role of the teacher is to try to pretend they taught this lesson!! Task In your triad, brainstorm some scenarios where an LF might be meeting with a teacher Each person at the table write one scenario on a recipe card Place the recipe cards in the middle of the table Shuffle Each triad take one recipe card from the table Role play this scenario (make sure different person is the LF, different teacher, different data collector) 7 mins 3 mins reflection Take another scenariodo the samechange roles Lunch Please return at 12:45 PM Learning Facilitator Meeting September 17 th 9:00 AM: Lori - welcome and motivation 9:15 AM: Lori & Kim Side by Side Learning connections to MPSC statement #2 10:30 AM: Break 10:45 AM: Tracey Scenarios connected to coaching 12:00 PM: Lunch is provided 12:45 PM: Chris Sept. 25 th : shared planning from PD/PLC committee and planning time 2:45 PM: Chris exit slips 3:00 PM: Conclusion Shared Planning SEPT 25 TH PD- EXPLORING MY PRAIRIE SPIRIT CLASSROOM Describe an optimal learning environment.. What would it look like? What would it sound like? What would it feel like? My Prairie Spirit Classroom So is this something new? Prairie Spirit Board of Education Direction Literacy Numeracy Engagement Assessment Graduation Rates First Nations & Metis Achievement School goals are aligned with these. Engagement is described as including: Assessment Rigour Relevance Relationships This led to the creation of The Targets for Engaged Learning My Prairie Spirit Classroom grew out of The Targets for Engaged Learning- a simpler version for all Each of these areas are impacted when students are engaged in the learning. My Prairie Spirit Classroom What are the beliefs behind each statement? A core belief in PSSD is the importance of adult and student learning, and that adult learning will impact student learning ! John Hattie research- synthesizes over 800 meta-analyses relating to influences on student achievement. The research shows anything with an effect size of over 0.4 is likely to have a visible effect on student achievement. So I understand how My Prairie Spirit Classroom evolved, but where did Learning Facilitators come from? Professional development has a.62 effect size when it: Includes observation of actual classroom methods Occurs over extended period of time Challenges prevailing discourse and conceptions about learning Provides opportunities to talk with other teachers Has administrative support Why Learning Facilitators? A core belief in PSSD is the importance of adult and student learning, and that adult learning will impact student learning! When PSSD became a division we had Learning Support Facilitators based out of the division office. Although schools appreciated the support, the request was for something more ongoing and based in their school. We then began school based PD opportunities that were ongoing through residencies or ILO classrooms Again, the PD was valued, it was based in schools, but it wasnt accessible for ALL, The request was for PD within schools for ALL Our current model of Learning Facilitators supports adult learning in ALL schools, and recognizes the capacity within schools for adult learning. PSSD Goals/ Direction Targets for Engaged Learning Learning Facilitators My Prairie Spirit Classroom How are each of these connected? Learning Facilitators.. Are staff within your school Are there to support, not judge Are there to learn side-by-side with you Are able to help you reflect on your practice The working relationships that teachers have with other adults are closely connected and deeply consequential for the teaching and learning relationships they in turn have with their students (Fullan & Hargreaves, 1992, p.41). Teachers and students go hand in hand as learners or they dont go at all (Barth, 2004, p. 23). In order to learn more and improve our practice, we have to dig deeper into what we do, what our kids need, and what we already know. We need to learn from each other (Breidenstein et al., 2014, as cited in Fahey & Ippolito, p. 34). the biggest effects of student learning occur when teachers become learners of their own teaching, and students become their teachers (Hattie, 2009, p.22). We know that the teacher is the most powerful influence on how much a student learns and that teachers can continue to make significant improvements in their practice throughout their entire careers (Wiliam, 2011, p.162). School improvement initiatives struggle when they fail to engage the hearts and minds of the very teachers who are responsible for making the change a lasting part of their school. Leaders have to engage people in the relentless pursuit of the right work. Tom Many The problem is that there is almost no opportunity for teachers to engage in continuous and substantial learning about their practice.observing and being observed by their colleagues in their own classrooms and classrooms of other teachers in schools confronting similar problems of practice. (Richard Ellmore) The research has been clear and consistent for over 30 years- collaborative cultures in which teachers focus on improving their teaching practice, learn from each other, and are well led and supported by school principals result in better learning for students. (Fullan) What will this time look like in our school? Reflecting Planning Time Please return at 2:45 PM Exit Slip When we consider. Side-by-side learning opportunities Constructing knowledge & choice in learning Personal and purposeful application (relevance)etc, etc.. What are the supports you feel you need? What would be purposeful and meaningful for you as you consider moving this work forward?