Voices From the Field
Rick Pardo & Donna Norley
Board: Thames Valley DSB
Learning Team Facilitator
(Professional Learning Cycle)
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Our Board’s Journey
K-8
7-12
2007- 2009
TLCP’s in some schools,
Literacy focus
2009 - present
Professional Learning
Cycles mandated,
Literacy and Mathematics
focus
2009 – present
Secondary English and
Mathematics Learning
Cycles mandated, with
the expectation that
Principals participate in
one Learning Cycle
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Facilitators and Support Staff
• Learning Coordinators
• Teachers on Special Assignment
• Differentiated Instruction and Assessment
Task Force members
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Preliminary Challenges
• Mandated cycles – time away from
classroom and reticent teachers
• Understanding of the process
– e.g. Moderation of student work
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Effective Tools
Ability to meet teams where they are –
• Facilitation philosophy
• Excellent facilitating skills
– Learning Coordinators, T.O.S.A.’s
– Task Force members
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Learning Cycle Release Time Structure – 4 half days
Kick-off Meeting
(½ day)
Team Meeting
(½ day)
Team Meeting
(½ day)
Wrap-up Meeting
(½ day)
•Weeks of Oct.
17th & 24th
•Regional Sites
•School Based
•Scheduled at
team’s discretion
•School Based
•Scheduled at
team’s discretion
•Weeks of Nov. 28th
& Dec. 5th
•Regional Sites
•Choose evidence-based
curriculum area of need
•Select a learning cycle
focus
•Plan assessments
(diagnostic, summative)
•Determine educator
learning
•Introduce STUDENT
PATHWAYS JOURNAL
•Moderate diagnostic
•Use diagnostic feedback to finalize S.M.A.R.T.
goal and summative assessment plans
•Collect and/or create a pool of instructional
strategies based on assessment feedback
•Develop and administer formative
assessments (moderate, if possible)
•Administer and moderate summative
assessment
www.tvdsb.ca  Programs  Student Pathways forPowerpoint
Success
 Moderated student work
that you found
challenging, valuable or
surprising.
 Student feedback - the
impact of this learning
cycle on their learning
•Reflect on process and
product
•Work on Student
Pathways Journal
Web Resources:
www.edugains.ca
•Bring student samples
from your learning cycle,
such as:
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•Set next steps
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Effective Tools
• Leveled flash cards for teacher moderation
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Ongoing Challenges
• All cycles – to change practice
– Area of focus based on need
– Select appropriate strategies
– Follow through
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Effective Tools
• Expanding facilitating skills
– Learning Coordinators, T.O.S.A.’s
– Task Force members
– Team Led meetings
– Coordinated Administrator involvement
• Pathways Journal Reflections
• Posting of Learning Cycle artifacts
• Teacher exit surveys
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Pathways Journal
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Sustainable?
We (at the board) are in the middle of a
learning cycle about learning cycles –
that’s why we are never done but always
improving.
Next steps sustainability ??
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Questions?
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Supplementary Materials
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Learning Cycle – Kick-off Meeting
Kick-off Meeting
(½ day)
•Weeks of Oct.
17th & 24th
•Regional Sites
•Choose evidence-based
curriculum area of need
•Select a learning cycle
focus
•Plan assessments
(diagnostic, summative)
•Determine educator
learning
• Class/school/anecdotal data
• Reference curriculum
expectations in planning
• Alignment with Dept. and
School Improvement Plans
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Learning Cycle – Kick-off Meeting
Kick-off Meeting
(½ day)
•Weeks of Oct.
17th & 24th
•Regional Sites
•Choose evidence-based
curriculum area of need
•Select a learning cycle
focus
•Plan assessments
(diagnostic, summative)
• Leads to development of
S.M.A.R.T. goal
• Limit area of focus to 1-3
curriculum expectations
•Determine educator
learning
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Learning Cycle – Kick-off Meeting
Kick-off Meeting
(½ day)
•Weeks of Oct.
17th & 24th
•Regional Sites
•Choose evidence-based
curriculum area of need
•Select a learning cycle
focus
• Check that assessments reflect
expectations
• Check correlation of
diagnostic to summative
•Plan assessments
(diagnostic, summative)
• Assessment tools: rubrics,
checklists, …
•Determine educator
learning
• Plan with the end in mind
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Learning Cycle – Kick-off Meeting
Kick-off Meeting
(½ day)
•Weeks of Oct.
17th & 24th
•Regional Sites
•Choose evidence-based
curriculum area of need
•Select a learning cycle
focus
•Plan assessments
(diagnostic, summative)
•Determine educator
learning
Sharing expertise:
• between team members
• other teams
• program staff
• other school staff (resource,
SST, guidance, administration)
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Learning Cycle – Team Meetings
Team Meeting
(½ day)
Team Meeting
(½ day)
•School Based
•Scheduled at
team’s discretion
•School Based
•Scheduled at
team’s discretion
• Moderation process
• Outcomes of the
process
•Moderate diagnostic
•Use diagnostic feedback to finalize S.M.A.R.T.
goal and summative assessment plans
•Collect and/or create a pool of instructional
strategies based on assessment feedback
• Program staff
involvement
•Develop and administer formative
assessments (moderate, if possible)
•Administer and moderate summative
assessment
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Learning Cycle – Team Meetings
Team Meeting
(½ day)
Team Meeting
(½ day)
•School Based
•Scheduled at
team’s discretion
•School Based
•Scheduled at
team’s discretion
•Moderate diagnostic
•Use diagnostic feedback to finalize S.M.A.R.T.
goal and summative assessment plans
•Collect and/or create a pool of instructional
strategies based on assessment feedback
•Develop and administer formative
assessments (moderate, if possible)
• Assessment FOR
Learning
S – Specific
M – Measurable
A – Achievable
R – Results-based
T – Time-bound
•Administer and moderate summative
assessment
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Learning Cycle – Team Meetings
Team Meeting
(½ day)
Team Meeting
(½ day)
•School Based
•Scheduled at
team’s discretion
•School Based
•Scheduled at
team’s discretion
•Moderate diagnostic
•Use diagnostic feedback to finalize S.M.A.R.T.
goal and summative assessment plans
•Collect and/or create a pool of instructional
strategies based on assessment feedback
•Develop and administer formative
assessments (moderate, if possible)
•Administer and moderate summative
assessment
• Sharing instructional
best practices
• Other learning
resources




Learning Classroom
Learning Classroom 2.0
Program staff
TVDSB & EduGains
websites
• Monitor alignment of
strategies and student
needs
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Learning Cycle – Team Meetings
Team Meeting
(½ day)
Team Meeting
(½ day)
•School Based
•Scheduled at
team’s discretion
•School Based
•Scheduled at
team’s discretion
•Moderate diagnostic
•Use diagnostic feedback to finalize S.M.A.R.T.
goal and summative assessment plans
•Collect and/or create a pool of instructional
strategies based on assessment feedback
•Develop and administer formative
assessments (moderate, if possible)
• Assessment FOR/AS
learning
• Reflect on the
effectiveness of
formative strategies
•Administer and moderate summative
assessment
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Learning Cycle – Team Meetings
Team Meeting
(½ day)
Team Meeting
(½ day)
•School Based
•Scheduled at
team’s discretion
•School Based
•Scheduled at
team’s discretion
•Moderate diagnostic
•Use diagnostic feedback to finalize S.M.A.R.T.
goal and summative assessment plans
•Collect and/or create a pool of instructional
strategies based on assessment feedback
•Develop and administer formative
assessments (moderate, if possible)
•Administer and moderate summative
assessment
• Summative
moderation
• Analyze student
progress
• Start reflections
• Complete before
Wrap-up meeting
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Learning Cycle – Wrap-up Meeting
Wrap-up Meeting
(½ day)
•Weeks of Nov. 28th
& Dec. 5th
•Regional Sites
•Bring student samples
from your learning cycle,
such as:
 Moderated student work
that you found
challenging, valuable or
surprising.
 Student feedback - the
impact of this learning
cycle on their learning
•Reflect on process and
product
•Work on Student
Pathways Journal
Wrap-up Meeting Date:
Wed. Nov. 30th, 8 – 11 AM
Other items to share:
• Effective instructional strategies
• Developed Lessons
• Posting of Learning Cycle materials
•Set next steps
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Learning Cycle – Wrap-up Meeting
Wrap-up Meeting
(½ day)
•Weeks of Nov. 28th
& Dec. 5th
•Regional Sites
•Bring student samples
from your learning cycle,
such as:
 Moderated student work
that you found
challenging, valuable or
surprising.
 Student feedback - the
impact of this learning
cycle on their learning
• Share teacher and student
experiences impacting teacher
practice
• S.M.A.R.T. goal results
•Reflect on process and
product
•Work on Student
Pathways Journal
•Set next steps
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Learning Cycle – Wrap-up Meeting
Wrap-up Meeting
(½ day)
•Weeks of Nov. 28th
& Dec. 5th
•Regional Sites
•Bring student samples
from your learning cycle,
such as:
 Moderated student work
that you found
challenging, valuable or
surprising.
 Student feedback - the
impact of this learning
cycle on their learning
•Reflect on process and
product
•Work on Student
Pathways Journal
• Learning Cycle Team form
(Student Pathways Journal)
• Release-time funding forms
(Secondary Learning Cycle PD
Form & Cross-panel Elementary
Pd Form)
•Set next steps
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Learning Cycle – Wrap-up Meeting
Wrap-up Meeting
(½ day)
•Weeks of Nov. 28th
& Dec. 5th
•Regional Sites
•Bring student samples
from your learning cycle,
such as:
 Moderated student work
that you found
challenging, valuable or
surprising.
 Student feedback - the
impact of this learning
cycle on their learning
•Reflect on process and
product
•Work on Student
Pathways Journal
• Impact of learning cycle on future
work with students and teachers
• Completion and submission of
Pathways Journal by principal,
Wednesday, Dec. 21st
•Set next steps
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