Download date - Galileo Educational Network

Galileo Educational Network
Werklund School of Education
Education Tower 850
2500 University Drive NW
Calgary, AB T2N 1N4
Tel: 403-220-8942
[email protected]
Parkland School Division No. 70 Learning Series for Lead Team
Optimum Learning for All
Series Learning Intentions:
1. Assist in strengthening professional networks and in creating knowledge-building
learning environments for and with PSD leaders,
2. Apply leadership research and help move it into action,
3. Identify and foster the knowledge and processes that need to be developed throughout the
organization to strengthen teaching and learning,
4. Identify evidence to help indicate impact on student outcomes (achievement, engagement
and well-being) and on effective teaching practices, and
5. Ensure that this work is in alignment with the new Alberta standards for school leaders
Principal Leadership Quality Standard (PLQS) and teachers (TQS).
Time
10:00
10:05
Lead Team Agenda
March 15, 2017
(Begin sitting in Network Groups)
Agenda Overview
 Review highlights from February session
 Respond to feedback
 Introduce framework for building leadership capacity
o Focus on PLQS competency #4 – Leading a Learning Community
 Network Triads – Build leadership capacity across the division
 Home Groups – Build leadership capacity within school(s)
 Applied Leadership and Next Steps
Presentation/Discussion
 Review key learnings from last session
o The work of teacher leaders attending Galileo professional learning series
 Response to feedback
o Request for some type of framework to help guide leadership practices and
build capacity
o Better understand the role of evidence in relation to leadership, teaching and
student learning.
 Introduce framework for building leadership competencies
PLQS #4 – Leading a Learning Community - Leaders nurture and sustain a school
culture that supports evidence-informed teaching and learning
o Leadership Team nurtures:
 a collaborative learning culture
 evidence-informed teaching and learning
 an inclusive learning environment
 opportunities for positive parent & community involvement in the
learning of students
 Complete leadership survey and discuss insights about leading a learning community
Learning
Intentions
Set the
context
Leading
teacher
learning
(Robinson Dimension 4)
Leading a
Learning
Community
PLQS(4)
10:30
Individual Reflection – Preparing for Network Triads
Review Applied Leadership Task from February – PLQS #4 - Leading a learning community
“Identify one action/strategy/idea your leadership team will enact help nurture teacher
learning in your school. Prepare to gather and bring back some type of physical artifact to share
with colleagues as evidence of impact on teaching and/or student success.”
Complete individual reflection and prepare to present the artifact you brought forward
 Outline the action/strategy/idea your leadership team enacted to help nurture teacher
learning in your school.
 In what ways does your evidence/artifact of teaching and/or student success indicate
that the action(s) of your leadership team was effective? Explain.
 How might the evidence you gathered help to inform next steps for your school in
general and more specifically for your leadership team?
 Identify one specific aspect of your work related to leading a learning community
that you would really appreciate ideas/suggestions/advice from colleagues.
10:45
Apply
leadership
research and
help move it
into action
Leading a
Learning
Community
PLQS(4)
Network Triads – Building leadership capacity across the division
Nurturing teacher learning and leading a learning community - Take turns presenting,
generating questions and engaging in conversation with colleagues about the artifacts brought
forward and their implications for school leadership teams. Record your ideas on the table
included in your working documents.
Leading a
Learning
Community
PLQS(4)
Strengthen
professional
learning
networks
11:45
Lunch (Please re-convene in Home Groups after lunch)
1:00
Home Groups
Presentation/Discussion
Research that informs our understanding of effective leadership, teaching and student success.
Iterative knowledge-building cycles as job-embedded professional learning
 Review key insights from Timperley paper (2010) – Using Evidence in the Classroom for
Professional Learning
o What insights does Timperley provide about establishing a collaborative
learning culture?
o What insights does she provide about nurturing evidence-informed teaching
and learning?
Apply
leadership
research and
help move it
into action
PLQS (3)
Embodying
visionary
leadership
Examine knowledge-building inquiry cycles as ongoing professional learning towards
improved student outcomes
1:30
Home Groups – Nurturing teacher learning and building leadership capacity
Work with school leadership team to
 Use the framework to draft a plan related to a competency your leadership team views
as a priority for your school.
 Use the ideas from the framework to generate a leadership inquiry and knowledge
Galileo Educational Network, Werklund School of Education, University of Calgary
March 15, 2017
PLQS (4)
Leading a
learning
community
2

building cycle for your school
Post your cycle for others to view
PLQS(7)
Developing
leadership
capacity
Strengthen
professional
networks
2:30
Gallery Walk – Building Collective Knowledge and Expertise
 Review draft plans of colleagues
 Identify and record 1-2 ideas from posted plans that you might like to use to
strengthen your team’s plan
2:45
Next Steps – Applied Leadership
 Complete one iteration of an inquiry cycle towards building leadership capacity around
a specific element of PLQS #4 that you identified. (Note: Make sure it’s something
your leadership team genuinely cares about and truly believes will make a difference to
the learning community in your school.)
 Bring back a physical artifact to share with colleagues and to illustrate impact of the
cycle on teaching, learning and/or leading (i.e. a sequence of photos to illustrate the
story of what happened through each part of the cycle, comments/questions from
teachers before and after the cycle, excerpts of conversations with teachers that your
leadership team used to inform next steps, your written or audio recorded reflections
about the experience, resulting samples of student work before and after etc.)
Apply
leadership
research and
help move it
into action
2:50
Critical Reflections & Feed Forward Survey
https://goo.gl/forms/S8FjftBCLLSuR2pt1
Obtain
feedback
3:00
Adjourn
Design Team is requested to convene immediately afterwards
Galileo Educational Network, Werklund School of Education, University of Calgary
March 15, 2017
Build
evidenceinformed
leadership
practices
3