setting our direction ii
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Setting Our Direction II. Professional Learning Communities (PLC’s). Mission & Vision. Great teachers and great school divisions get their core purpose right… they know why they exist… Knowing where you are going and why you are going there is critically important …. - PowerPoint PPT PresentationTRANSCRIPT
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Professional Learning Communities (PLC’s)
SETTING OUR DIRECTION II
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Great teachers and great school divisions get their core purpose right…they know why they
exist…
Knowing where you are going and why you are going there is critically important…
MISSION & VISION
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Motto confirmed- “Where Students Come First”
Mission - Chinook’s Edge School Division will engage every student in meaningful learning by challenging, encouraging and believing in them.
Vision - Chinook’s Edge School Division will be universally recognized as a collaborative learning community where learning is personalized for all students to achieve success as compassionate and innovative global citizens.
MISSION & VISION STATEMENTS
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Rick Stiggins would say that a student can hit any target that is clearly defined and stands still…
Does it stand to reason that we need to be abundantly clear about what a Quality Learning Environment looks like so that our teachers and
our instructional leaders know what we are striving for?
KEY QUESTIONS FOR ALL OF US
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Hour Glass AnalogyWe need to ensure that we are cognizant of the cumulative effect on teachers of competing learning demands the organization places on them
Purpose~ Quality Learning Environment
TEACHER MATTERS: TEACHERS MATTER
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AVOIDING THE CHRISTMAS TREE
Multiple initiativesLots of “activity”
Lots of shiny distractions
Focus on the big stuff and get it right – identify clear, simple
principles at the heart of our work!Elegant simplicity ~ identify core
ideas of what is important
What Matters Most?
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SCHOOL IMPROVEMENT
If we believe that school improvement and student success in their learning depends on the quality of instruction in classrooms,
then we need a conversation about effective instructional practices.
The catch is, how can we have in-depth conversations about effective instruction if we don’t share a common language?
To develop a common language, we need to identify – with your help and guidance – an instructional model that defines and provides a common language of effective classroom practice.
Westerberg, 2009
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The teacher is our key focal point moving forward:
• Provide a common language about instruction• Provide clarity around what we are aiming for• Facilitate conversations around teaching and
learning• Bring our mission and vision to life
• Supports our work as instructional leaders
PURPOSE OF THE QLE MODEL
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Data collected from:Board/admin retreat (March 2011)
Observations and conversations with schools related to AISI
Moving and Improving conversations – Learning Services and Student Services (May 2011)
Ongoing conversations with administrators and teachers
Provincial documents: Inspiring Action, Action on Inclusion, Action on Curriculum
COLT – (June 27; Aug 10, 2011)Learning Services Coordinators (June 29, 2011)
Student Services (June 29, 2011)Teachers Matter (Sept 30, 2011)
• Learning Services Coordinators (June 29, 2011)• Student Services (June 29, 2011; Sept. 2011)
DESCRIBING A QUALITY LEARNING ENVIRONMENT – MAY 2011 ADCOS
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Initial Thoughts:
Relationships – developing a sense of belonging
Strong curricular and pedagogical knowledge
Focus on Literacy (includes numeracy)
Learning is differentiated to meet students’ needs (content, process, product)
QUALITY LEARNING ENVIRONMENT – MAY2011 ADCOS
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Initial Thoughts:
Quality assessment practices (know the learning target, quality feedback, self assessments, goal setting, grading/reporting based on outcomes)
Engaged learning aligned with outcomes – (authentic tasks, tasks that promote deep thinking)
Technology as a support rather than a driver
QUALITY LEARNING ENVIRONMENT – JUNE 2011 ADCOS
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August/September 2011 ADCOSSeptember ADCOS – dig into the QLE modelTeachers Matter Group
AISI Leaders Sp. Ed Liaison’s School Staffs (Oct-Dec)
NEXT STEPS
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• Establishing a collaborative community• Feed-forward loops
• How do you know what you are learning is making a difference for kids in your classroom?
• How do you know your PLC is meeting everyone’s needs?
• Evidence of your learning• Teacher shared drive/Wiki – open access/Website
LEARNING COMMUNITIES
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QUESTIONS