Capacity Building for Facilitators of
Learning Teams using a
Collaborative Inquiry Process
Adobe Connect for Facilitators of Learning Teams
January, 2013
Local:
Toll-free:
Conference ID:
Adobe Connect Link:
416-212-8013
1-866-633-1033
3863204(#)
http://conn-o.osapac.org/r2ph9a96jml
Student Success/Learning to 18 Strategic Implementation, Innovation and Support Branch
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
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Minds On
Please use the Chat Pod to post your thoughts
on this question.
How has teacher professional
learning changed over the last
several years?
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Minds On
Use the chat pod to note ways that teacher professional
learning has changed over the last several years.
PRESENT
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
PAST
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Professional Learning Cycle Resources
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Professional Learning Cycle Resources
Other Resources Available
2011 and 2012 Learning Modules for
administrators and facilitators
The modules include slide presentations,
handouts and facilitator notes.
www.edugains.ca
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Poll
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
I have facilitated
learning teams
using a Professional
Learning Cycle:
1. Teacher teams
2. Principal teams
3. School leader
teams
4. Board leader
teams
My experience with the
PL Cycle DVD and
Facilitator’s Guide is best
described as:
1. developing awareness
2. have used one or two
clips/activities with teams
3. have used several
clips/activities with teams
4. regularly use clips
/activities and integrate
with other materials
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Session Materials
 Slide Summary
 Professional Learning Cycle DVD, 2011 Facilitator’s Guide
 Handout 1: Complexity of Instruction
 Handout 2: Professional Learning Cycle (School Level)
 Handout 3: Professional Learning Cycle (Board Level)
 Handout 4: Artefact – School Leader Team learning log
 Handout 5: School-level Leadership practices
 Handout 6: System-level Leadership practices
 Handout 7: Challenges of Practice
 Handout 8: Name That Bias
 Handout 9: Give One Get One
 Handout 10: Collaborative Inquiry Continuum
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Agenda
Minds On




Teacher Learning – Past and Present
Poll
Welcome and Introductions
Purpose and Context
Action
Thinking About Learning at All Levels
 School leader learning
 Board leader learning
Facilitating Learning at All Levels
 Barriers - Biases and Challenges
 Strategies
Consolidation
•
Reflection and Next Steps
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Session Learning Goals
Board teams will build their capacity to understand and
facilitate collaborative inquiry at multi-levels (e.g.,
classroom, school and board) that:
•engages learning teams in addressing the learning
needs of students and educators
•identifies, investigates and addresses challenges of
practice in responding to the learning needs of students
and educators
•uses evidence of learning and practice to determine the
impact of work
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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)
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Introductions
• Name of Board, SSL and Key Communicator
• Type and size of team
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What is Collaborative Inquiry?
… 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.
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12
School Effectiveness Framework
http://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf
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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
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COLLABORATIVE INQUIRY
Driven by Student Learning Needs
Professional
Learning
Cycle
•Teaching-Learning
Critical Pathway
•Action Research
•CILM
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Professional Learning Cycle
STUDENT LEARNING
EDUCATOR LEARNING
PLAN
• examine student data and work to identify areas
of need and ways to address them
• determine/access professional learning that
addresses educator needs to impact practice
/differentiate to reach all students
ACT
• Implement and adjust instruction; engage in
professional learning, share practice
OBSERVE
• share practice /student work to monitor impact
on student learning needs; adjust instruction as
needed
REFLECT
• examine student data and work to determine
impact, lessons learned, next steps for student
and educator learning
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Student need
Teacher
learning need
Simply knowing the areas in which students are
struggling is not enough for teachers to be able to teach
differently. . . .
Changing teaching means changing the understanding
that underlies the teaching. . . .
If (teachers) don’t learn something new, then they don’t
have any basis on which to make a change in their
classroom practice. . . .
So learning something new creates the impetus to
change the way they are teaching the concept. Katz, 2013
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DI PLS External Evaluation
Recommendations
1. Focus on facilitating a deep understanding of
DI as a pedagogical framework
2. Focus on promoting deeper implementation
of DI in secondary schools
3. Consider a range of professional learning
approaches to promote and foster DI
implementation
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Challenges of Implementing
Effective Instruction
Challenge #1
•Addressing the complexity of instruction
Challenge #2
•Challenging beliefs to address the knowing –
doing gap
Challenge #3
•Supporting multi - level professional learning
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Addressing the Challenges
Implementing Effective Instruction
Discussion Paper:
• Introduction
• Area of Challenge 1
• Area of Challenge 2
• Area of Challenge 3
[Areas of Challenge are aligned
with DI PLS Evaluation
Recommendations 1-3]
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1. Addressing the Complexity of Instruction
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2. Challenging Beliefs to address the
Knowing-Doing Gap
Existing
Beliefs
Practice
New
Beliefs
COLLABORATIVE INQUIRY
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3. Supporting Multi-level Professional Learning
Coherence Making
• Alignment is about
structures; coherence is
about mindsets.
• System coherence is
about shared mindsets.
(Fullan, 2012)
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Agenda
Minds On




Teacher learning – Past and Present
Poll
Welcome and Introductions
Purpose and Context
Action
Thinking About Learning at All Levels
 School leader learning
 Board leader learning
Facilitating Learning at All Levels
 Barriers - Biases and Challenges
 Strategies
Consolidation
•
Reflection and Next Steps
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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
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Facilitating Your Team
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
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Multi Level Learning
Pre –Viewing
• What does the term ‘Learning
Organization’ mean to you?
During Viewing
• What does it look like? sound like?
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video
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Multi-level Learning
If teacher learning has
changed – how does
learning change for school
and system leaders?
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MULTI-LEVEL INQUIRY
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Multi-level Inquiry
CLASSROOM
Inquiry
(PLAN)
SCHOOL
Inquiry
(PLAN)
Classroom
Instruction
Evidence of
impact
(ACT)
(OBSERVE)
Leadership &
Support
Evidence of
impact
(ACT)
(OBSERVE)
REFLECT
REFLECT
SIPSA
BOARD
Inquiry
(PLAN)
Leadership &
Support
Evidence of
impact
(ACT)
(OBSERVE)
Capacity is a
power—a ‘habit of
mind’ focused on
engaging in and
sustaining the
learning of people
at all levels of the
educational system
for the collective
purpose of
enhancing student
learning in its
broadest sense.
REFLECT
BIPSA
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
Stoll (2009).Capacity building for
school improvement or creating
capacity for learning? A changing
landscape. Journal of Educational
Change.
31
School Leader Team Inquiry
1.Review the
guiding questions
for each phase of
the school leader
team inquiry.
2.How do they
differ from the
board leader
team inquiry
questions? HANDOUT 3
HANDOUT 2
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“Everybody has a class… with a needsbased learning focus!”
• What do teachers need to
learn to support what
students need to learn?
• What do leaders need to
learn to support what
teachers need to learn to
support what students
need to learn?
S. Katz, OFIP presentation, Fall, 2012
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MULTI-LEVEL INQUIRY/LEARNING
Student
Learning
Needs
Multi-level
Inquiry and
Learning
Responsive
Practice
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
Student
Engagement
and
Achievement
34
School Leader Team Artefact
1. Examine the inquiry work of
the school leader team as
outlined in their learning log.
2. Code the extent to which
the inquiry components
were addressed by the
school leader team:
+ -Thoroughly,
S -somewhat,
? -to a limited degree/not sure
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Task 1 Summary
To what extent did the school leader learning
team:
1. Identify, based on evidence, the learning
needs of the teacher teams in their schools?
2. provide conditions to support the work and
learning of their teacher teams?
3. attend to their own learning related to
supporting the work and learning of their
teacher teams?
4. identify, monitor and check for evidence of
impact of the conditions that they provided
as school leaders?
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Task 2: Board Leader Team Inquiry
As a board leader learning team that
provides leadership and support for
the school level learning team,
discuss/determine:
1. the most immediate learning need(s) of the school learning
team
2. what your team needs to learn (e.g., find out about,
experience) in order to focus your support
3. how, with whom and where your learning will take place
4. what evidence of impact (i.e. meeting the needs of the school
level team) would look like
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Focused Inquiry at all Levels
Sample Strategies:
• Theories of Action: Ifthen statements
• Inquiry Questions
• SMART Goals
• Personalization
• Precision
• Professional Learning
(specific ACTION at one
level – e.g., school
leaders) –
(specific
IMPACT at another level,
e.g., teachers)
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MULTI-LEVEL INQUIRY/LEARNING
Student
Learning
Needs
Multi-level
Inquiry/Learn
ing:
• Teachers
• School leaders
• Board leaders
Responsive
Practice:
• Complexity of
Instruction
• School and
System Level
Leadership
Practices (OLF)
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
Student
Engagement
and
Achievement
39
Complexity of Instruction
Teacher learning/inquiry:
-Instructional Practice
School leader learning/inquiry
-School Level Leadership
Practices
Board leader learning/inquiry
- School and System Level
Leadership Practices
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Palettes for Multi-level Professional
Learning
HANDOUT 5
HANDOUT 6
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Palettes for Multi-level
Professional Learning
Please use the Chat Pod to post your thoughts
on this question.
As a facilitator, how might you help
teams use one or more of these
‘palettes’ to move their work
and/or learning forward?
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Agenda
Minds On




Teacher learning – Past and Present
Poll
Welcome and Introductions
Purpose and Context
Action
Thinking About Learning at All Levels
 School leader learning
 Board leader learning
Facilitating Learning at All Levels
 Barriers - Biases and Challenges
 Strategies
Consolidation
•
Reflection and Next Steps
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
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Facilitator Role
. . facilitation of
learning is a role
that someone has
to intentionally play.
“The crucial point is that
our conception of
facilitating involves
interrupting the status quo
of professional learning in
order to enable new
learning that takes place in
the form of permanent
changes in thinking and
practice.”
Katz, 2013
SS/L-18SIISB, Facilitating Learning
Teams Using the Professional Learning
Cycle, 2013
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Barriers to Professional Learning
Interruption is about
intentionally responding to
the biases that impede new
learning.
…the biases are an innate
and integral part of human
nature – they can’t be preempted by instructional
design.
Katz, p.92 & 93, 2013
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Cognitive Biases
1. Mental Shortcuts - We don’t think through all the possibilities
2. Confirmation Bias - We focus on confirming our hypotheses,
not challenging them
3. Vividness Bias-We pay too much attention to things that are
vivid.
4. Illusory Superiority - We consider ourselves to be exceptions
5. Omission Bias - We hesitate to take action in a new direction
6. Imposter Syndrome - We don’t want others to see our
vulnerabilities
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
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Name That Bias
Match the learning team member
statement to the cognitive
bias(es) that it demonstrates.
HANDOUT 8
Name That Bias!
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Challenge of Practices
“For the most part, (learning team) 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, 2010. What are We Learning About Supporting Professional
Learning Communities? p. 19)
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Challenges of Practice (2012)
In the research, professional
learning facilitators identified
these challenges when working
with teams:
• Avoiding the Activity Trap
• Acknowledging/ Examining
current beliefs about
Teaching/Learning
1. Skim the handout.
• Checking on the Impact
2. Think of a time when you
• Being Deliberate in New
experienced one of the challenges
Professional Learning
of practice as a board, school or
teacher learning team.
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Cognitive Biases
Challenges of Practice
In your experience, how have you seen the cognitive
biases prevent teams from succeeding at moving
beyond these challenges of practice? Select one
challenge to discuss with your team.
• Avoiding the Activity Trap
• Acknowledging/Examining current beliefs
about Teaching/Learning
• Checking on the Impact
• Being Deliberate in New Professional Learning
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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, 2010. What are We Learning About Supporting Professional Learning
Communities? p.28
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
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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)
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The ‘Intention’ behind
Intentional Interruptions!
(Use protocols/strategies and questioning to:)
•Make preconceptions explicit
•Ensure that activities and interventions are rooted in
“problems of professional practice”
•Recruit contradictory evidence
•View mistakes as learning opportunities
•Encourage a growth (rather than a fixed) mindset
•Ensure that problems of practice are questions that
people are curious about
•Give people autonomy in time and task
(adapted from Katz, 2013)
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Give one, Get One . . .
Think of a time when you have had to make an
intentional interruption. What strategy or
question have you used?
HANDOUT 9
•
•
•
•
Select one or two of the intentions
Review the examples given
Add new ideas in the column on the right
Select one to share with others (chat pod)
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Give one Get One . . .
Use the chat pod to “give” a strategy
and/or a question for one or more of
the ‘intentions’.
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Agenda
Minds On




Teacher learning – Past and Present
Poll
Welcome and Introductions
Purpose and Context
Action
Thinking About Learning at All Levels
 School leader learning
 Board leader learning
Facilitating Learning at All Levels
 Barriers - Biases and Challenges
 Strategies
Consolidation
•
Reflection and Next Steps
SS/L-18SIISB, Facilitating Learning Teams Using the Professional Learning Cycle, 2013
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Consolidation
Making a Difference
As a facilitator of a learning
team at any level, how would
you know if you have :
• successfully interrupted a
cognitive bias?
• helped a team overcome
one of the challenges of
practice?
COGNITIVE BIASES
• Mental Shortcuts
• Confirmation Bias
• Vividness
• Illusory Superiority
• Omission Bias
• Imposter Syndrome
CHALLENGES OF PRACTICE
• Avoiding the Activity Trap
• Acknowledging current beliefs about
Teaching/Learning
• Checking on Impact
• Being Deliberate in New Professional
Learning
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Collaborative Inquiry Continuum
Supporting Conditions
1. Which condition is most
in place for a learning
team with which you
work?
2. Which condition needs
to be strengthened?
HANDOUT 10
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Next Steps
What are your next steps as a board
for facilitating learning teams using
the a collaborative inquiry process
(e.g., the Professional Learning Cycle?
Please note at least one ‘next step’
in the CHAT POD prior to signing off.
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Thank you.
anne.clifton@ontario.ca
karen.greenham@ontario.ca
melissa.weyland@ontario.ca
karina.kozlowska@ontario.ca
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