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SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 11 Capacity Building for Facilitators of Learning Teams using a Collaborative.

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Presentation on theme: "SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 11 Capacity Building for Facilitators of Learning Teams using a Collaborative."— Presentation transcript:

1 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Capacity Building for Facilitators of Learning Teams using a Collaborative Inquiry Process (PL Cycle DVD Required) Adobe Connect for Facilitators of Learning Teams January, 2012 Student Success/Learning to 18 To access the teleconference please call: Local: Toll-free: Conference ID:

2 I have facilitated learning teams using a Professional Learning Cycle: 1.not yet 2.as a shared responsibility with others 3.a few times 4. many times My experience with the PL Cycle DVD and Facilitator’s Guide is best described as 1.I am developing awareness 2.I have used one or two clips/activities with teams 3.I have used several clips/activities with teams 4.I regularly use clips /activities and integrate with other materials SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Poll

3 3 Session Materials  Slide Summary  Professional Learning Cycle DVD, 2011 Facilitator’s Guide  Handout 1: Learning Team Agreements on Ways of Working Together  Handout 2: Challenges of Practice  Handout 3: Questioning Quotes/Activity  Handout 4: Questioning Scenarios  Handout 5: Leading Deep Conversations …  Handout 6: Question Bank

4 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Agenda Minds On  Poll  Welcome and Introductions  Purpose and Context  PL Cycle DVD and Facilitator’s Guide Action Facilitation (video) Collaborative Inquiry Continuum Challenges of Practice Questioning for Critical Analysis /Scenarios Consolidation Leading Deep Conversations … Voices from the Field Reflection and Next Steps

5 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Session Learning Goals We are learning to: Develop/refine facilitation knowledge and skills Use a collaborative inquiry process to focus professional learning on the learning needs of students Understand the conditions that support learning teams in their use of collaborative inquiry 5

6 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, E-Protocols Use signals (bottom left hand corner) Use “Raise hand” to volunteer to speak Identify yourself before speaking Use the CHAT Pod to communicate with the whole group or privately with a colleague by selecting from the drop down menu Mute your phone or polycom when not speaking to the large group (*6) 6

7 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Introductions Name of Board, SSL and Key Communicator Type and size of team

8 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, What is Collaborative Inquiry? 8 … a way of ensuring that collaboration goes beyond casual story swapping and becomes true, intentional joint work that results in new understandings that will move practice forward Katz, Earl & Jaafar, (2009). Building and Connecting Learning Communities, p.74.

9 COLLABORATIVE INQUIRY Driven by Student Needs Professional Learning Cycle Teaching-Learning Critical Pathway Action Research CILM 9 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

10 10 Professional Learning Cycle PLAN examine student data and work to identify areas of need and ways to address them determine/access professional learning in order to address areas of student need and to differentiate to reach allACT Implement and adjust instruction; engage in professional learning, share practiceOBSERVE share instructional practice to monitor impact on student learning and engagementREFLECT examine student data and work to determine impact, lessons learned, next steps for student and educator learning STUDENT LEARNING EDUCATOR LEARNING

11 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, School Effectiveness Framework

12 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, School Effectiveness Framework School and Classroom Leadership 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning

13 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Learning Teams Professional learning team meetings have one primary purpose: improved teaching and learning in an area of identified student need. The aim is… to provide a way for teachers to become increasingly accomplished instructors for the ultimate benefit of students … not (simply) to develop professional learning teams. Source: The Evolution of a Professional Learning Team, Tools for Schools (NSDC), Nov./ Dec. 2008

14 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Implications of School-based Inquiry Teams Using a collaborative inquiry model: (Shifts teacher) attribution of improved student performance to … teaching rather than external causes (Gives focus to) an academic problem long enough to develop an instructional solution SOURCE: Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-based Inquiry Teams 1, Ronald Gallimore, LessonLab Research Institute & UCLA, May 2009

15 Facilitator Role The facilitator... leads the processes used in a meeting, choreographs the energy within the group, maintains a focus on one topic and one process at a time. Adapted from: Garmston and Wellman, The Adaptive School, p.27 15SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

16 The Four Hats of Shared Leadership FACILITATOR PRESENTER COACH CONSULTANT SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012 Garmston and Wellman, The Adaptive School, p.27

17 Caution Many of us who are teachers or trainers have developed a real habit of intervention. We have been trained to correct, amplify or amend what has been said. J. Nelson (2001).The Art of Focused Conversation for Schools. p.45 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

18 Professional Learning Cycle Resources SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

19 DVD and Facilitator’s Guide Professional Learning Cycle Resources DVD and Facilitator’s Guide Considering the experiences of your group, select one of the options below or form sub-groups and select as appropriate. Options A.Familiarization with the DVD and Guide (Jigsaw) B.Discussion: – Which segments/activities have been or could be used with which groups in your board? – What refinements might be considered to adapt to your board context? SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, DI: Readiness

20 A: Jigsaw/Discussion SECTIONS 1.Introduction, Conclusion, Credits PROFESSIONAL LEARNING CYCLE SEGMENTS 2.Plan 3.Act 4.Observe 5.Reflect SUPPORTING IMPLEMENTATION SEGMENTS 6.Building Capacity 7.Leadership 8.Facilitation Jigsaw Examine one of the 8 sections Note how it is organized Share an aspect of interest with your team Discussion Select one or more of the 8 sections as a basis for your contribution to the discussion SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

21 Facilitation (1) Determine roles: (1) facilitator and (2) timer Facilitator: – Focuses group on topic and process Timer: – Manages times so that all can contribute SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

22 Type A – Take Five Take five minutes for your team to: -Clarify the activity -Consider in terms of local context -Note points for future discussion SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

23 Professional Learning Cycle Resources Other Resources Available Learning Modules (including slide presentations, handouts and facilitator guides) for administrators and facilitators SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

24 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Agenda Minds On  Poll  Welcome and Introductions  Purpose and Context  PL Cycle DVD and Facilitator’s GuideAction Facilitation (video) Collaborative Inquiry Continuum Challenges of Practice Questioning for Critical Analysis /Scenarios Consolidation Leading Deep Conversations … Voices from the Field Reflection and Next Steps

25 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, LEARNING TEAM FACILITATOR PRINCIPAL Supporting Implementation - Context

26 Supporting Implementation: Facilitation Viewing Option A Think/Pair/Share ‘Thinking Routine’ What did you see? What do you think? What do you wonder? Note ideas and questions to share with your team Viewing Option B Think/Pair/Share ‘Gap Analysis’ Note conditions and skills for effective facilitation Considering your experiences, add to or prioritize the list SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, DI: Learner Preference During Viewing:

27 Facilitation (2) Determine roles: (1) facilitator (2) timer and (3) recorder Facilitator: – Focuses group on topic and process Timer: – Manages times so that all can contribute Recorder: – Notes group responses SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

28 Type A – Take Five Take five minutes for your team to: -Clarify the activity -Consider in terms of local context -Note points for future discussion SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

29 Effective Facilitation Facilitating collaborative inquiry: Decide who decides Define the sandbox/sphere of influence Prepare the learning /meeting space Develop agreements for ways of working together (Handout #1) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Adapted from: The Adaptive School, Garmston and Wellman (2009, 2 nd edition)

30 Agreements – Ways of Working Together SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Handout #1

31 Collaborative Inquiry Continuum 31 Supporting Conditions Poll: 1.Which condition is most in place for a learning team with which you work? 2.Which condition needs to be strengthened? SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

32 Use of Data/Evidence Unfortunately, the pervasive belief that data can give precise, objective and unassailable information about educational activity is deceptively simple and appealing. 32SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

33 Using data is a human activity that requires not only capturing and organizing ideas, but also turning the information into meaningful actions. Senge et al, 1999 Inquiry-based conversations are pivotal to creating the shared meanings that form the basis of these actions.. 33 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, 2012

34 Challenge of Practice “For the most part, PLC members were not engaging in critical reflection necessary to assess existing theories and develop innovative solutions. This is a necessary step before real changes in classroom practice can be made.” (McCormick as cited in Katz, What are We Learning About Supporting Professional Learning Communities? p. 19) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

35 Challenges of Practice SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, (Handout #2)

36 Challenges of Practice Individuals/Pairs: Read/scan: – the Challenges of Practice – the quotes from one of the 4 areas of research What connections can you make between your reading and your experiences as a facilitator or learning team member? Share a connection with the board team Board team: note connections and questions SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, DI: Interest

37 Facilitation (3) Determine roles: (1) facilitator (2) timer and (3) Recorder Facilitator: – Focuses group on topic and process Timer: – Manages times so that all can contribute Recorder: – Notes connections and questions raised by board team members SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

38 Type A – Take Five Take five minutes for your team to: -Clarify the activity -Consider in terms of local context -Note points for future discussion SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

39 Facilitation Skill: Questioning What matters most is that the role (of the facilitator) is intentional and that it is focused on interrupting the default or status quo. Facilitation must interrupt that avoidance tendency by showing us that discomfort isn’t an unfortunate by-product of new learning; its an essential prerequisite. Katz, What are We Learning About Supporting Professional Learning Communities? p.28 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

40 Facilitation Skill: Questioning Case Study Observation: The nature of the questions the facilitator asked changed as well. Instead of asking process questions, the facilitator … asked questions that prompted the members to analyse what they had just said or to challenge their work; in other words, (the facilitator) role transitioned to one of ‘interruption’. Katz, What are We Learning About Supporting Professional Learning Communities? p.27 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

41 Facilitation Skill: Facilitation Skill: Questioning There is great potential for these questions to shift a conversation from simply sharing stories of practice to questioning the reasons for impacts of instructional actions and using classroom-based data to respond to those questions. (Nelson et al, Leading Deep Conversations in Collaborative Inquiry Groups, 2010, p.177) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

42 Facilitation Process (4) Process – Narrowing the Focus 1.Brainstorm as a board team 2.Clarify questions as needed 3.Advocate for questions to be shared with full adobe 4.Survey/canvas for agreement/preferences SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Adapted from: The Adaptive School, Garmston and Wellman (2009, 2 nd edition)

43 Questioning Scenarios Board Team 1.Select and read a scenario of interest. 2.Considering this scenario or a similar one relating to experiences/ board context: – Brainstorm questions that a facilitator could ask to help the learning team adjust instructional practice to meet the learning needs of students – Clarify as needed – indicating anticipated result of questions – Decide on 1 or 2 questions to share with the adobe group – Note question(s) and desired result in CHAT POD SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Handout #4 DI – Interest; Readiness

44 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Four Scenarios (Handout 4)

45 A Balance of Questions Questions should facilitate critical analysis of : instructional practice student work the collaborative inquiry process and ways the team is working together SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

46 Facilitation (4) Determine roles: (1) facilitator (2) timer and (3) recorder Facilitator: – Focuses group on topic and process Timer: – Manages times so that all can contribute Recorder: – Notes questions generated by board team – Records question(s) and desired result in CHAT POD SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

47 Chat Pod Question(s) …… and Desired Response(s) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

48 Type A – Take Five Take five minutes for your team to: -Clarify the activity -Consider in terms of local context -Note points for future discussion SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

49 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Agenda Minds On  Poll  Welcome and Introductions  Purpose and Context  PL Cycle DVD and Facilitator’s Guide Action Facilitation (video) Collaborative Inquiry Continuum Challenges of Practice Questioning for Critical Analysis /ScenariosConsolidation Leading Deep Conversations … Voices from the Field Reflection and Next Steps

50 Leading Deep Conversations… Article Question Bank SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Handout #5

51 Voices From the Field Name Board Learning Team Facilitator (Professional Learning Cycle) SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle,

52 Next Steps What are your next steps as a board for facilitating learning teams using the Professional Learning Cycle/Collaborative Inquiry? SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Please note at least one ‘next step’ in the CHAT POD prior to signing off.

53 SIIS Branch, Facilitating Learning Teams Using the Professional Learning Cycle, Thank you.


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