Generic filters

Professional Learning Articles

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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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