Articles
Professional Learning Articles
- Learning in Safe Schools – Faye Brownlie and Judith King – Service as a Reflection of Inclusiveness – pages 79-86
- New South Wales Department of Education- Models for Co-teaching
- Improving Teaching and Learning through Instructional Rounds – Harvard Education Letter – Teital – pages 1-3
- The State of Educators’ Professional Learning – Learning Forward “Job Embedded Learning” page 43-46
- It’s All About Thinking – Pathways to Professional Learning: Inquiry, Collaboration and Professional Reading,– Leyton Schnellert, Linda Watson, Nicole Widdess – page 12-25
- Street Data – Shane Safir –“Getting Started with Public Learning” page 160-164
- Street Data – Shane Safir – “The Why of Public Learning” pages 149 – 152
- Street Data – Shane Safir – “A Window into Public Learning” page 152 – 149
- Change Leadership – A practical Guide to Transforming our Schools, Wagner and Kegan – Improving Instruction: Seven Disciplines for Strengthening Instruction page 22-32.
- Great Teachers and Leaders – How Learning Forward’s Standards of Professional Learning Are Associated with Teacher Instruction and Student Achievement – Garret, Zhang, Citkowicz, Burr
- Standards for Professional Learning – The Research – Learning Forward
It’s All About Thinking: Deep learning integrating content, process and product. – Shelley Moore, Linda Watson, Leyton Schnellert
- Backward design
- Collaboration
- Choice
- Cross -curricular integration
- Assessment for learning
- Universal Design for Learning
- A Road of Reform Well Travelled – Beate Planche page 1-11.
- Spirals of Inquiry – For Equity and Quality Professional Inquiry for Deeper Learning page 60-72 Halbert and Kaser
- Focus on school change
- Three factors that make living in adaptability and inquiry-mindedness easier
- Culture of trust based on respect, risk taking and shared challenge
- Building cultures where trying out new strategies is essential, ongoing and normal part of building our professional obligations is a key leadership responsibility
- Growing evidence that working as part of a team helps to develop adaptive expertise. Embracing uncertainty, generating hunches, looking for evidence, and trying new approaches
- Quality of professional learning designed both to strengthen routine expertise and create adaptive expertise
- Professional Learning is core business
- Learner needs drive professional learning programs
- Engaging and high quality learning is required for everyone
- Professional Learning needs are explicit
- Time for adult learning is frequent and focused
- Teacher Wellbeing – Shifting Mindsets Towards Flourishing – Sabre and Walker (page 33-35)
- Teacher Wellbeing – Flourishing Schools Perspective – Sabre and Walker (page 49-51)
- Teacher Wellbeing – Flourishing Learning Communities – Sabre and Walker (page 101-109)
Strategic Plan Writing Team: List of Articles Reviewed
- First Peoples Principles of Learning
- Wayi Wah! – Indigenous Pedagogies “Indigenous Informed Pedagogy” page 115-122– Chrona
- How can honouring Indigenous-informed pedagogies help transform education systems to create more responsive and dynamic educational experiences for learners?
- History of development of FPPL, why are they called FPPL, what is important to know about FPPL.
- Declaration of Rights of Indigenous Peoples Act (BC) 13 Actions connected to Education
- Ensouling our Schools Braid – SD46
- 4 directions and Circle of Courage
- Independence – body – land based learning
- Generosity – Spirit – compassionate systems
- Mastery – Mind – Transformative Learning
- Belonging – heart – equity and inclusion
- Board’s Vision – SD46
- Vision, Mission, Affirmation, Values
- Making the Most of Instructional Rounds – Marzano
- Conducting rounds
- Debriefing rounds
- What teachers can learn
- Supports for Mental Health and Well-Being in Schools – Ministry
- Four Key principles
- Cultural responsiveness and humility
- Proportionate responses and supports
- Trauma informed practices
- Strength based approaches
- Key principles connect to curriculum (know-do-understand) – support for deeper learning
- Key principles connect to teaching and assessing students
- Key principles connect to Professional Standards
- Key principles connect to FPPL
- Provides a framework of practices, resources and partners
- Four Key principles
- The Deeper Learning Dozen – Transforming School Districts to Support Deeper Learning for All – A Hypothesis – Harvard Watkins, Peterson, Mehta
- Learning that is connected
- Increase the number of deeper learning experiences,
- increased equity to access deeper learning experiences
- Supportive changes in the process, structures and cultures
- Listen-try-observe-reflect
- Personalized Learning – The State and Field of Future Directions – Jennifer Groff Centre for Curriculum Redesign (cover, page 3, page 30-31)
- Why does personalizing learning matter for the 21st century?
- Relevant real world learning
- Developing every learners potential
- Reshaping education as a public service
- Genuinely involving students in shaping their own learning
- Why does personalizing learning matter for the 21st century?
- A Step by Step Guide to Personalized Learning – Barbra Bray and Kathleen McClaskey
- Start with the learner
- Stages of personalized learning environments
- Changing Roles
- Six Steps to personalized learning
- Understand who your learners are and how they learn best
- Design a stage one personalized learning environment
- Develop a universally designed lesson
- Facilitate driving and supporting questions
- Choose tools, resources and strategies for learning and teaching
- Use assessment as learning
- Concept Based, Competency driven curriculum – Ministry
- Re-designed curriculum inaction
- Inquiry, flexible learning environments, ICT learning opportunities
- The Nature of Learning – OECD
- 7 principles of learning
- Learners at the centre
- The social nature of learning
- Emotions are integral to learning
- Recognizing individual differences
- Stretching all students
- Assessment for learning
- Building horizontal connections
- 7 principles of learning
- Policy for Student Success – Ministry
- The Educated Citizen
- Continuous Improvement 5 principles on student success
- Quality teaching and leadership
- Student-Centered Learning
- Future orientation
- High and measurable standards
- Healthy and effective learning environments
- Conventions of the Rights of the Child – United Nation
- The 42 conventions
- Ensouling our Schools – Leadership for Inclusion and UDL – page 53-55
- Based on the four pillars- self-worth, belonging, cognitive challenge and social interactive learning
- Also based on the four visions- social inclusion, meaningful interactions, academic inclusion, and meaningful participation
- Ensouling our Schools – Universal Design for Learning – page 77-81
- The three block model of UDL
- Ensouling our Schools -The Truth and Reconciliation Commission – page 47-51
- The role of schools and teachers in truth and reconciliation
- The role of educators in the TRC calls to action
- Creating Thinking Classrooms “What is wrong with current assessment landscape” Chapter 11– Newman, Case
- What is assessment rich learning?
- Why is assessment rich learning important?
- What practices support assessment-rich learning?
- Creating Thinking Classrooms – Preface – Newman, Case
- Providing clarity and bring coherence to the 21st century reform movement
- Thinking classrooms
- Real-life competencies and genuine commitments
- Nurture self-regulated learners, create assessment rich learning and enhance learning through digital technology
- Providing clarity and bring coherence to the 21st century reform movement
- Creating Thinking Classrooms – Enhance Learning through digital Technology – Chapter 12 – Newman/Case
- How digitally enhancing learning and how technology offers unprecedented educational opportunities and efficiencies
- Defines and illustrates digitally enhances learning and provides why it is important
- The Nature of Learning – Using Research to Inspire Practice – Dumont, Instance, Benavides (research sound bites)
- Designing learning environments
- Understanding learning- developmental and biological perspective
- Role of motivation and emotion
- Role of formative assessment in effective learning environments
- Cooperative learning, learning with technology, inquiry based, innovation
- Future directions for learning environments
- Wayi Wah! – Indigenous Pedagogies “The Vision of a System” page 49-56– Chrona
- Vision of a system – Systemic change- system to support all learners
- All learners to leave our system with dignity, purpose and options
- Taking action to learn about Indigenous perspectives
- Student Self-Assessment “Making A Compelling Case for Self-Assessment” – Katie White – page 9-15
- Steps for self assessment to be effective
- Assessment as a catalyst for learning
- Assessment as a collaborative effort
- Assessment as a State of Impermanence
- Purpose of data notebooks amd portfolios
- Handbook for Innovative Learning Environments: Chapter 1 The principles of learning to design environments” – OECD Handbook
- Learning Principles
- Environment recognizes the learners as its core participants, active engagement, develops understanding of their own activity as learners
- Learning environment is founded on social nature of learning encourages cooperative learning
- Learning professionals are highly attuned to learners’ motivation and key role of emotions in achievement
- Learning environment is acutely sensitive to individual differences among learners, including prior knowledge
- Learning environment devises programmes that demand hard work and challenge from all without excessive overload
- Learning environment operates with clarity of expectations and deplosy assessment strategies consistent with expectations – strong emphasis on formative feedback
- Learning environment strongly promotes horizontal connectedness across community and wider world
- Learning Principles
- One without the Other – Shelley Moore pages 1-6
- Teaching to the diversity for all learners / planning for all
- Spirals of Inquiry – For Equity and Quality pages 63-70 Halbert and Kaser
- Focus on school change
- Three factors that make living in adaptability and inquiry-mindedness easier
- Culture of trust based on respect, risk taking and shared challenge
- Building cultures where trying out new strategies is essential, ongoing and normal part of building our professional obligations is a key leadership responsibility
- Growing evidence that working as part of a team helps to develop adaptive expertise. Embracing uncertainty, generating hunches, looking for evidence, and trying new approaches
- Quality of professional learning designed both to strengthen routine expertise and create adaptive expertise
- Professional Learning is core business
- Learner needs drive professional learning programs
- Engaging and high quality learning is required for everyone
- Professional Learning needs are explicit
- Time for adult learning is frequent and focused
- Redesigning Education – Shaping Learning Systems Around the Globe – Global Education Leaders’ Program – page 81
- GELP design principles
- Personalize, Integrate, Connect, Collaborate, Co-create, Empower
- Street Data – Shane Safir – “The Why of Public Learning: Symmetry, Agency and Adaptive Expertise” page 149 – 152
- A pedagogy of voice for educators-
- Voice to educator uncertainty and understanding
- Catalyst for professional cultural change
- Street Data – Shane Safir – “The Levels of Data” page 54 –61
- Satellite data, Map data, Steet data
- Street data -qualitative and experiential data. Rich on the ground info
- The Future of Education Report 2024/2025 – “Thinking about Data Differently” page 52-55
- Using data to make decisions
- Benefits of data informed strategy to drive change
- The “what” and “why” behind data- how to leverage and drive lasting change
- Spirit Work and the Science of Collaboration – Fullan and Edwards “The Prospects for Radical Change” page 2-5
- Five attributes that youth need for positive development
- Strong connection to adults and peers
- To be viewed in asset based ways
- For their identities to be valued
- The opportunity to contribute to the world
- Opportunities to do work that has purpose ad meaning
- Five attributes that youth need for positive development
- The Future of Education Report 2023/2024 – “Make it Visible: Using Portfolios to Document the Journey” page 70-74
- Characteristics of a journey based assessment portfolio
- Carry forward year to year
- Incorporate evidence of growth
- Include self reflection, teacher and peer feedback
- Highlight strengths and growth opportunities- passions, interests
- Allow students and parents to interact- prospective employers
- How portfolios transform learning
- Key considerations when launching portfolios
- Characteristics of a journey based assessment portfolio
- The Future of Education Report 2023/2024 – “Equity, Fairness and Accountability” page 54-57
- Traditional assessment vs journey based assessment –
- JBA- emphasizes importance of learning through multiple attempts
- Grades are no impacted by mistakes
- Equity- help reduce unconscious bias
- Improve communication between student,parent, and teachers
- Growth based links artifacts with efforts to demonstrate outcomes
- Holistic view of growth and development
- Traditional assessment vs journey based assessment –
- The Future of Education Report 2023/2024 – “Triangulation” page 54-57
- Assessing learning through conversations, observations and student products
- Conversation – the talk
- Observation – the actions
- Product – the things
- Assessing learning through conversations, observations and student products
- Change Leadership – A Practical Guide to Transforming our Schools – Wagner, Kegan – “Seven Disciplines for Strengthening Instruction” page 22-32
- Challenges to improving classroom instruction
- 7 disciplines for strengthening instruction
- Urgency for instructional improvement
- Shared vision of good teaching
- Meetings about the work
- A shared vision on student results
- Effective supervision
- Professional development
- Diagnostic data with accountable collaboration
- Forest and Nature School in Canada “The Benefits” page 15-16
- Why is Forest and Nature School important?
- Forest and Nature School in Canada “Learning Approaches” page 22-26
- Inquiry based, emergent and experiential learning
- Play-Based Learning
- K-12 Anti-Racism Action Plan – Ministry
- Supported future-oriented learning and teaching – a New Zealand Perspective – Bolstad and Gilbert page 17-24.
- Personalized learning means that education systems must move away from an Industrial Age “one size fits all model.”
- Collaboratively reshaping education as a public service
- Developing every person’s potential
- Genuinely involving students in shaping their own learning
- Collective Teacher Efficacy According to John Hattie
- High ranking – collective teacher efficacy – collective belief of the staff in their ability to positively affect students. A school staff that believes it can collectively accomplish great things is vital for the health of the school and if they believe they can make a positive difference then they very likely will.
- Jenni Donohoo
- When collective efficacy is present in school culture, educators’ efforts are enhanced and influence student achievement indirectly.
- School leaders play a key role in creating non-threatening, evidence based instructional environments
- Support improvement and positively influence teachers collective efficacy and improve achievement
- Influence by setting expectations, creating high levels of trust for collaboration
- Success lies in collaborating and collective efficacy.
- Hattie Ranking 252 Influences And Effect Sizes Related to Student Achievement
- JH developed a way to synthesize various influences in different meta-analyses according to their effect size
- Updated list of factors related to student achievement
- 252 influences and effect sizes
- It’s All About Thinking: Deep learning integrating content, process and product. – Shelley Moore, Linda Watson, Leyton Schnellert
- Backward design
- Collaboration
- Choice
- Cross -curricular integration
- Assessment for learning
- Universal Design for Learning
- Teaching in Flexible Learning Spaces – Columbia Centre for Teaching and Learning
- How we can use learning spaces to promote learning
- Space considerations- Audio, Visual, Expectations
- Strategies for teaching in a flexible learning space
- Compassionate Systems Leadership – Pippa Rowcliffe, Joanne Schroeder UBC
- Personal mastery, reflective conversations, systems thinking
- Component of the Mental health strategy in schools
- Mental Health in Schools Strategy – Ministry
- Compassionate Systems Leadership
- Capacity Building
- Mental Health in the Classroom
- Best Practice in Supporting Students Service Delivery Model: Response to Intervention: SD46
- Response to Intervention (level 1, 2, 3, 4 supports)
- BC Early Learning Framework (page 42-43)
- Vision of learning (inspiring rich, joyful space and learning – local, democratic inclusive and ethical.
- Framework Principles
- First Peoples Principles of Learning
- Softening the Edges – Katie White – preface
- Assessment practices that assessment can support learning stories, build relationships, and foster curiosity, joy, efficacy, and healthy challenges
- Equity in Action Project 2024 – goals under the following headings
- Policy and Governance
- Learning Environments
- Pedagogical Core
- Learning Experiences