Flipping the focus
  • Blog

blog

This discussion forum is being moderated as an expression of servant leadership in teaching & learning. As a collaborative tool for brainstorming enriching experiences for students, teacher learning groups, and district learning teams, we can inspire and build experiences to help empower each of us to personal leadership in learning. Thank you, in advance, for your contributions and leadership to realizing outcomes for improving student achievement, equity and well-being.

FROM THE ARCHIVES

learning to lead, leading to learn (part 2/3)

8/20/2017

0 Comments

 
Welcome back to Flipping the Focus.

In the second post of this 3-part series, I will be sharing the culmination of my professional learning community (PLC) work done over the course of the last two years of informal leadership: Creating Dynamic & Collaborative Learning Communities in Education.

Picture
An introduction to this work is presented below. The full report, following the introduction, is presented in a document reader and has been attached as a pdf.

The foci for the posts in this 3-part series are as follows:

Part 1: My current position and learning regarding effective leadership (read more)
Part 2 (this post): Reporting on cycles of inquiry, co-leading a professional learning community (PLC), 2015-17
Part 3: Contemplating the future of/for school-level leadership

(This future piece of writing--Part 3--will most likely be broken down into two parts--both parts posted before the end of 2017. As I will be entering into a new leadership role in September (Learning Partner-Upper Canada DSB; helping to lead and support professional and student learning), I will be reflecting upon connections between my experiences and the competencies of Ontario's Leadership Framework.)

In advance, thank you for your readership and engagement in Flipping the Focus. I invite and encourage you to comment and provide feedback on the report provided: your contributions will help me along my journey into learning about the role of the principal and school-level leadership. Also, if something resonates with you, feel free to share your thinking, as it will contribute to the learning of others.

Thank you.


Sincerely & Collegially Yours,

Chris Stewart, OCT
​Learning Partner-Upper Canada DSB, 2017-18

Report: Introduction to Creating Dynamic & Collaborative Learning Communities in Education
1.1-Innovation for Continuous School Improvement
Innovation. This is a term that continues to be espoused as an ingredient, vital to the continuous improvement of student learning. In fact, Fullan (2013) writes that “…when students experience innovative teaching practices, they are more likely to develop and demonstrate the skills needed for life and work.” And like many school districts (e.g., Upper Canada DSB), their mission is to prepare all students for a successful life.

It follows that not only should innovative teaching practices be defined, but that it is questioned as to how such practices can permeate school-level leadership (and teaching) for the benefit of professional educators and their students—ultimately, teachers and students need to make innovation their agenda.

When we consider innovative teaching practices, Hattie identifies several factors that have impact on improving teaching and learning (in Fullan, 2013). For example, teacher-related factors that result in better student performance include the following: expert knowledge and understanding of content, facilitating student learning to deeper outcomes, effective use of assessment (including guiding students to becoming better assessors of their own learning), paying attention to affective factors of learning, and validating impacts of teaching strategies on student learning.

With regards to Hattie’s research, it has been shown that teacher-related factors have the most profound effect on student learning, and to arrive at re-culturing school environments to embracing innovation, Robinson (2011) points to leaders having a significant impact. In fact, of the several actions that can be taken, leading teacher, professional learning is most important (effect size: 0.84) next to establishing goals/expectations and ensuring quality teaching (effect size: 0.42; both). And when leaders effectively engage in co-constructing conditions for teacher professional learning, Hargreaves has found that this dimension of school-level leadership has just as much impact upon student learning as teacher-related factors (presentation by Coulombe & Corlyon, 2017).

With this view on innovation in teaching and learning, and with district mandates for schools and professionals to consistently and effectively engage in continuous improvement, school administrators and teacher leaders have the important responsibility of not only mobilizing knowledge of these practices, but to earnestly work to culturing innovation in their schools. The larger question then, to help innovation permeate school culture, is...How?
How can school-level leadership work with their teachers to create a team-based approach to supporting and growing student engagement and achievement?

Read More
0 Comments

moving forward & starting with "why"

8/9/2016

0 Comments

 

​Welcome back to 
Flipping the Focus.

At this time of the year, many educators are considering how they will unlearn their day-to-day that they typically experience from September to June and re-learn how to find and manage their well-being through a well-deserved Summer vacation.


For many educators, Summer also marks a time of year where they are looking to balance their time away from the classroom with exploring other professional learning opportunities; generally, this is done through taking courses, reflection and planning forward with the end in mind, and/or professional reading.
Picture
As for my own professional growth, readers of FtF might recognize the learning I've engaged in over the last three years about systemic-driven professional learning through the Upper Canada DSB's 2013-15 Junior Mathematics Study (for a description of this study, please see one of my earlier posts, March 2015), moderation of a UCDSB Learning Cafe at North Grenville DHS--Creating Dynamic & Collaborative Learning Environments (2015-16), and through collaborating with my colleagues at North Grenville DHS with our school's Learning Team (2015-16 Focus: Growth Mindset Training in Mathematics).  During these three, incredible years, I have had the awesome privilege of working alongside some great leaders and classroom teachers in my, albeit relatively short, time in education.  Their leadership has been of constant inspiration and has certainly fuelled, in part, my desire to learn more deeply about the profession of education--to challenge what I know (1) versus what is known (2) versus where I currently am setting new goals to achieve (3) for improving students' learning outcomes.

Table 1 (below) is a snapshot of some of my professional learning regarding 1-2-3 (above) from this year. Note: If the table isn't loading on your mobile device, I've included a link to view it as a Google doc.

Google doc: Table 1
​
Many of the ideas and lessons learned have also been captured in the concept map (Figure 1) that follows Table 1: Building a Thinking Classroom in Mathematics at North Grenville DHS.

Table 1: 1-2-3 from 2015-16

​Figure 1: Building a Thinking Classroom in Mathematics at North Grenville DHS
Picture

​At this time, I'd like to project and share some ongoing professional learning experiences that I'll be creating/co-creating and implementing for the 2016-17 school year (Table 2).  And as I'm contemplating what I'd like to explore with colleagues and students, I'm reflecting and grounding my thoughts and decisions upon my 'Why' and experiences with staff and students this past year.

Starting with 'Why'

Considering how each one of us grows professionally (and personally) with each passing school year, I have found it particularly useful to be constantly reflecting upon my 'Why'.  Simon Sinek, author of Start with Why: How Great Leaders Inspire Everyone to Take Action, tells us that to be successful leaders--those who don't just lead, but to be those who inspire others and are inspired--we need to start by asking ourselves a very simple, yet powerful question: Why?

As for me, I want to inspire and be inspired by those around me--plain and simple. As an educator, I believe that I'm in the 'business' of growing others--helping others reach their goals and to consider how they can continuously improve and inspire others to grow and continue their learning, ad infinitum.  And I am grateful and privileged to teach and learn in education, as there are so many opportunities to impact others as they begin and grow along their journey in learning--either as a student, a colleague, and/or group of educators.  

​Currently, I believe that my 'Why' has evolved to a state where I'm convinced that the inspiration that we create for others, and that we receive/look for in return, comes as a result of learning together through authentic, collaborative, co-learning relationships.

More recently, a blog post by Will Richardson has also made me think more deeply about how my 'Why' can/will manifest in the classroom, with my colleagues, and abroad.  Will writes, ...

"Doing the right thing in schools starts with one fairly straightforward question: What do you believe about how kids learn most powerfully and deeply in their lives? Once you’ve answered that as an individual and as a school community, the question that follows is does your practice in classrooms with kids honor those beliefs?"

​FYI: This quote will be the opener for my next blog post :)

In Table 2 (below), you'll notice that I'm not only focused on how my classroom practice can respond to how students can learn deeply, but I'm also keenly focused on how my colleagues and I can, together, learn deeply.  That is, if our students see us in a position where we are collectively open to learning, then they will come to value it much more.  

Note: If Table 2 doesn't seem to load on your mobile device, I've included a link to view it as a Google doc.

Google doc: Table 2

​Table 2: 1-2-3 for 2016-17

In closing, I'd like to thank you for your readership and involvement with Flipping the Focus.  If you find that something has resonated with you through this post, please feel free to comment--connecting with the content and/or principles and/or extending the conversation. 

Looking forward, subsequent blog posts for 2016-17 will include the following topics:
  1. ​Ongoing updates to my "Action Plan" (see Table 2, above) over Semesters 1 and 2
  2. Impact of Classroom Video Analysis upon Teacher and Student Learning (Semesters 1 and 2)
  3. Students Developing Personal Leadership in Learning (Semester 2)
  4. Physical Learning Environments for Building Thinking Classrooms (Semesters 1 and 2)
  5. Deeper Learning (Semesters 1 and 2)
  6. Assessment as Learning: Students in Control of Feedback (Semesters 1 and 2)
​
Sincerely and Collegially Yours,

Chris Stewart, OCT

North Grenville DHS, Upper Canada DSB
Kemptville, Ontario
0 Comments
    Tweet

    RSS Feed

    Picture
    View my profile on LinkedIn

    Author

    I am passionate about leadership for learning and teaching and learning through inquiry. Through collaborative exploration of high-yield, pedagogical strategies, I have been able to further engage students to deepen their learning and fellow educators in continuously growing their practice--Flipped Learning, Thinking Classrooms, and culturing Student Voice as examples.  I hope that this site serves you well in your educational journey through teaching and learning by moving professional learning into your time ... your space. If you have questions or feedback, please feel free to contact me. Sincerely, Chris Stewart (OCT).

    Archives

    November 2019
    July 2019
    February 2019
    January 2019
    December 2018
    October 2018
    August 2018
    May 2018
    March 2018
    February 2018
    January 2018
    August 2017
    June 2017
    February 2017
    November 2016
    August 2016
    February 2016
    March 2015
    February 2015
    January 2015
    November 2014
    October 2014
    September 2014
    May 2014
    April 2014
    January 2014
    December 2013
    November 2013
    October 2013

    NEW SITE!
    Check out: Flipped PL
    Tweets by @math_inquirer

    Categories

    All
    21c
    3-Act Math Tasks
    3-math Acts
    5 Practices
    6Cs
    Aaron Sams
    Accountable Talk
    Achieving Excellence
    Action Plan
    AEAC
    AJ Juliani
    Alex Overwijk
    Andy Hargreaves
    Assessment As Learning
    Assessment-capable
    Assessment For Learning
    Assessment Loop
    Assessment Of Learning
    Autonomy
    Balanced Instruction
    Bandura
    Basic Skills
    #belong
    Belonging
    BIPsa
    #blendedlearning
    Carol Dweck
    Cathy Bruce
    Chris Stewart
    Christine Suurtamm
    Classroom Discourse
    Classroom Video
    Coaching
    Cognitive Science
    Coherence
    Co Learner
    Co-learner
    Collaboration
    Collaborative Inquiry
    Collaborative Professionalism
    Collective Capacity
    Collective Efficacy
    Colonialism
    Communication
    Conceptual
    Continuing Education
    Conversations
    Co-planning
    Coteaching
    Co-teaching
    Critical Frienc
    Crystal Kirch
    Culturally-responsive Pedagogy
    Cycle Of Inquiry
    Danielle LaPointe-McEwan
    Dan Meyer
    Data-Driven
    David A. Sousa
    David Thomas
    Deeper Learning
    Deep Learning
    Delia Bush
    Descriptive Feedback
    Differentiation
    Digital Footprint
    Digital Leadership
    Digital Portfolio
    #diglead
    Diigo
    DJ Cunningham
    Documentation
    Don Klinger
    Dynamic Learning
    Edadmin
    EDpuzzle
    Education
    Educational Leadership
    Effect Size
    Efficacy
    Elementary
    Emergent Leadership
    EOSDN
    EQAO
    Equity
    Equity Hypothesis
    Executive Functioning
    Feedback
    Flipclass
    #flipclass
    Flipped Classroom
    Flipped Learning
    Flipped Learning Network
    Flipped Pd
    Flipped PL
    Flipped PLN Finder
    Flipping The Focus
    Flow
    Formative Assessment
    Gap Closing
    George Couros
    Global Competencies
    Golden Circle
    GoodNotes
    Google Doc
    Google Forms
    Gratefulness
    Growing Success
    Growth Mindset
    Guest Blog
    Guest-blog
    Guest Blogger
    Guided Inquiry
    @HarnessingA
    Hattie
    Helene Coulombe
    History Of Math
    How Do You Know?
    If-then
    Inclusion
    Inclusive Environments
    Indigenous
    Indigenous Education
    Indigenous Learning Model
    Innovation
    Inquiry
    Insights
    Instructional Core
    Instructional Leadership
    Jaime Depippo
    Jimmy Pai
    Joanie Causarano
    Jo Boaler
    John Hattie
    Jon Bergmann
    Jon Orr
    Junior Math Study
    K-12 IPAT
    Kemptville
    Kemptville Public School
    Ken Leithwood
    Knowing Your Learners
    Kristin Daniels
    Kyle Pearce
    #L2BB4L
    Land Acknowledgement
    Land Treaties
    Leadership
    Learner Profiles
    Learning Cafe-UCDSB
    Learning For All
    Learning Goals
    Learning Partner
    Learning Preferences
    Learning Skills
    Learning Styles
    LearnStyle
    Lesson Study
    Lisa Ain Dack
    Listening
    Long-term Memory
    Lucy West
    Lyn Sharatt
    Macpl 2019
    Marian Small
    Mary Jean Gallagher
    Mastery Learning
    Math Community
    Math Talk
    Meaningful Notes
    Metacognition
    MFM1P
    Michael Fullan
    Microsoft
    Microsoft Forms
    Mindset
    Ministry Of Education
    Monitoring School Improvement
    Monitoring Student Learning
    #MTBoS
    Narrative Feedback
    North Grenville DHS
    Number Strings
    OAME
    OCSB
    Ocsbmath
    OCT
    Office 365
    Onenote
    Ontario
    Ontario's Equity Action Plan
    Parent Engagement
    Parents
    Paul Tough
    PBL
    Pedagogical Documentation
    Pedagogical Learning
    Pedagogical Practice
    Pedagogical System
    Peer-assessment
    Perceptual Data
    Peter Liljedahl
    Phil Dawes
    PjBL
    Place-Based Learning
    Plan-Act-Assess-Reflect
    PLC
    PLN
    Portfolio
    Principal
    Principal As Co-learner
    Problem Of Practice
    Problem Solving
    Procedural
    Process Skills
    Professional Development
    Professional Learning
    Professional Learning Community
    Professionally Speaking
    Project-based Learning
    Queen's University
    Reconciliation
    Reflection
    Reflective Practitioner
    Relational Trust
    Relationships
    Renewed Math Strategy
    Representations
    Residential Schooling
    Resilience
    Responsive Pedagogy
    RMS
    Rola Tibshirani
    Rotman IThink
    Sandra Herbst
    Sandy Pignon
    School Administration
    School Effectiveness Framework
    School Improvement
    School Learning Team
    School Level Leadership
    School-level Leadership
    SE2R
    Self Assessment
    Self-assessment
    Self-confidence
    Seth Godin
    Seven Fallen Feathers
    SIM K 12
    SIM K-12
    Simon Breakspear
    Simon Sinek
    SIPsa
    #sitbeside
    Small School Summit
    Spiraling
    Stanford
    Stephen Hurley
    Steven Katz
    Storify
    Story-Telling
    Student Achievement
    Student Centered
    Student-centered
    Student-centred
    Student Engaged Assessment
    Student-engaged Assessment
    Student Engagement
    Student Improvement Plan
    Students As Researchers
    Students Of Mystery
    Student Survey
    #studentvoice
    Student Voice
    Student Wellbeing
    Student Well-being
    Success Criteria
    Susan Dion
    Susan Scott
    Talk Moves
    Tap Into Teen Minds
    Teacher Efficacy
    Teacher Observation Tool
    Teaching
    TED Talk
    Thinking Classroom
    Third Teacher
    Thought Partner
    Tom Driscoll
    Tools & Resources
    Transferable Skills
    Tribes
    Truth
    UBC
    UCDSB
    #ucdsb
    #ucdsbmath
    University Of Windsor
    Upper Canada DSB
    Values Causal Model
    Values-Causal Model
    Vertical Spaces
    Video Instruction
    Visible Learning
    Visible Thinking
    Vision Of The Mathematics Learner
    Viviane Robinson
    VNPS
    #vnps
    VoicEd Radio
    VRG
    Whiteboards
    Why
    Will Richardson
    Working Memory


    Disclaimer
    ​The discussion, information, and materials provided in this online space do not necessarily represent the opinion of the Upper Canada District School Board (UCDSB), Ontario Association of Mathematics Educators (OAME), Ontario Ministry of Education (MoE), the University of Windsor (Faculty of Education), and their affiliates. This online space is intended to provide its readers and/or contributors with opportunities to learn about and share, respectively, information about teaching & learning. The UCDSB, OAME, MoE, UWindsor, and their affiliates do not guarantee the accuracy and appropriateness of the content posted. Aside from the moderators' posts, Flipping the Focus does not guarantee the accuracy of the comments and/or information posted by contributors. The moderators have the right to remove and will remove any content that they deem inappropriate or offensive. Questions regarding the information posted can be directed to the site's moderators using the contact form provided (below).

      Contact

    Submit
Powered by Create your own unique website with customizable templates.
Photos used under Creative Commons from g23armstrong, Sebastian Mary, LizMarie_AK, Frontierofficial, US Department of Education, gordontarpley, juanpol