Presentation on theme: "Supporting Professional Learning- Empowering Staff Through Choice and Inclusion Kenzie Rushton, BSc., M.Ed. Learning Leader for Professional Development."— Presentation transcript:
Supporting Professional Learning- Empowering Staff Through Choice and Inclusion Kenzie Rushton, BSc., M.Ed. Learning Leader for Professional Development Centennial High School firstname.lastname@example.org
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.pdfhttps://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 occur Our 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 Go Move 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 Trustworthystrong Well meaninginventive Extremely busyfull of ideas
Implementation of the three year plan
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 Introduction 8:30-9:00Coffee and Muffins 9:00-9:30Opening Discussion (Impact of last PD day) [Library] 9:30-10:00Presentation- 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] 10:45-11:00Break 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 InitiativeSchool 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] 9:00-9:20Vision for the day [Library] 9:20-9:30Travel to meeting areas 9:30-10:30Session 1 [As per session schedule] 10:40-11:40Session 2 [As per session schedule] 11:40-12:25Lunch Provided [Library] 12:25-1:55Session 3 [As per session schedule] 2:00-2:30 Impact? [Library] Thanks/ Acknowledgements 3:00PUB SOCIAL[ Darby Arms]
Sessions Session 1 (9:30-10:30)Session 2 (10:40- 11:40)Session 3 (12:25-1:55) Critical thinking 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 Session 9:00-9:10Whole 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 of the 3 year plan 8:45 -9:00Tim’s Coffee; Hot Chocolate; Tea; Muffins; Bagels and Fruit 9:00-9:15Introduction 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 10:30-10:45Break 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 see 12:00-12:45Lunch Provided 12:45-1:00Reconvene- QWESTS- [Carter Cox] 1:00-2:45 Team Building Activity 2:45-3:15Wrap 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 work Group FocusApproach SPARK programAction Research PODS; Inquiry; Cross curricular; Teaching and learningPeer Coaching/ PLC Making Science more relevant; More avenues for learningPLC Emerging Technology; New ProgramsPLC Implementing theatrical technology into the theatre classroom Action Research Process in artistic language and teaching practicesPLC Assessment strategies; Curricular engagement with reluctant learners; Improving Student writing; Oral Expression PLC
More Samples Group FocusApproach 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 tripsPLC Female Empowerment; Girl BullyingPLC Student engagement; Formative assessmentPLC 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 ClassesAction Research Common strategies for developing writing skills for SS; Building source analysis skills in students PLC
Adjustment for Sharing Session 8:30-9:00Arrive 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
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. 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