Project-Based Professional Teacher Learning: The Teacher Learning Leadership

Project-Based Professional Teacher Learning: The Teacher Learning Leadership

Project-Based Professional Teacher Learning: The Teacher Learning Leadership Program (TLLP) Model in Ontario, Canada Ms. Rosemary Paniccia Dr. Gabriel Roman Ayyavoo Toronto Catholic District School Board Ontario Ministry of Education Agenda 1. What is professional development? 2. Challenges in Professional Development (PD) sessions 3. Research questions 4. The Teacher Learning Leadership Program (TLLP) in ON 5. Timeline of the TLLP 6. Project-based Professional Learning Model

7. Self-Directed Learning 8. Teacher Collaboration 9. Pedagogical Sharing 10.Challenges of Project-based Professional Learning 11.Discussion What is professional development? What does it mean to you? What are your experiences with professional development? A Funny Thing Happened Leaving No Child Behind DVD Screener Professional development:

Focuses on improving the instructional practice of teachers Is meant to bring about innovation and change Is policy driven Usually occurs in a one day session Adopts a one size fits all approach to learning Usually involves an outside speaker/presenter/expert Offers teachers a day off from curriculum instruction and the opportunity to socialize Problems with Current Professional Development Day (PD) Practices PD workshops are often outside of the context of the school, not typically aligned with ongoing practice, and do not reliably lead to changes in classroom teaching (Loucks-Horsley, et al., 1999).

PD sessions ignore the different learning styles of teachers and the context in which teachers teach (Lieberman 2011) PD sessions ignore teacher goals and Annual Learning Plans (ALP) PD sessions are usually a one day event, and therefore do not provide the time to implement change PD sessions result in a partial competence of the skill being taught Research Questions Is project-based learning, as in the TLLP, a sustainable model for teacher professional learning? What is the value of the TLLP in fostering teacher leadership?

Professional Learning Hannay, Wideman, and Seller (2006) define professional learning, distinguishing it from professional development, as, not a self-contained event, [but] rather an ongoing process through which professionals continually renew their practice (p.21). What is the TLLP? Professional learning opportunity for teachers Job-embedded Project-based Rooted in a self-directed learning approach MOE funded and supported Collaborative process between the OTF, MOE, school boards and teachers

Sharing opportunity of knowledge creation The TLLP in Ontario Resulted from discussions and consultations on the Working Table on Teacher Development (2007) Informed by 5 priorities for teacher learning: 1. 2. 3. 4. 5. Coherent Attentive to adult learning styles Goal-oriented

Sustainable Evidence-informed (Campbell, Lieberman, & Yashkina, 2013) (Campbell, Lieberman, &Yashkina, 2013, p.21) Timeline of our TLLP: STSE Education Online Activity 1. The TLLP Proposal - Project objectives - Requesting a budget - Listing teacher proposed learning activities - Listing teacher sharing activities Date November 2011

2. Board support of the TLLP Proposal December 2011 3. Ontario Ministry of Education (MOE) support of the January 2012 TLLP Proposal 4. MOE training session on the components of TLLP May 2012 5. The TLLP project Self-directed learning Collaborating with colleagues Sharing of the Project

June 2012 - June 2013 Our Model for Project-based Professional Learning Three Phases of Project-Based Professional Learning Model (Ayyavoo & Paniccia, 2013) Our TLLP Learning Goals for 2012/2013: 1. Incorporating Science-Technology-SocietyEnvironment (STSE) discussions using an online platform in secondary science courses. 2. Learning how to implement online discussions to foster higher order thinking skills amongst our students Advantages: self-directed approach

Self-directed learning activities - Reading texts (online and offline) - Participating in the ECOO Conference (October 2012) - Posting and discussing ideas on the e-Community Ontario website - Time and space to organize ones own learning - Respect for ones individual learning style - Process-oriented rather than product-oriented - Choice = Empowerment - Context is rooted in specific teaching goals (i.e. ALP)

While our project is focused on how to conduct STSE-based discussions online in order to enrich students' learning, we're now asking ourselves how online discussions could specifically support girls' learning and spark their interest in physics (a field that has been traditionally male-dominated). This TLLP Project has sparked our own interest in gender-based learning - an area we hadn't considered when we designed our initial project. (Authors reflection, e-Community Ontario, 5th December 2012) Self-directed learning reflection on e-Community Ontario Advantages: Teacher Collaboration Collaboration Designing lessons incorporating

STSE-based issues in physics Developing post-activity surveys Ongoing collaborative conversations (DuFour 2004) - Ongoing discussion on student progress - Sharing of goals - Sharing of strategies and resources - Sharing of concerns - Encouragement, feedback, and advice - Ongoing reflection = professional growth In grade 12 core French I explored STSE-based discussions about the environment. Rather than text-based asynchronous discussions, in French students voice recorded their answers to problems. The following

question was posted online and students in the grade 12 French class responded by voice-recording themselves: Qu`est-ce qui est plus important, le dveloppement industriel ou la protection de l`environnement? Est-ce que les deux peuvent exister au mme-temps? This type of interdisciplinary task allowed students to both learn about environmental issues and to develop their oral communication skills in expressing an opinion on a controversial issue. (Author reflection, eCommunity Ontario, 19th June 2013) Collaboration led to interdisciplinary lesson-planning Pedagogical Sharing Advantages of sharing -

- Learning from our colleagues - Shedding light on the different learning needs of adult - Feeling empowered - Developing leadership skills - Networking with colleagues across the province e-Community Ontario PD Day at our school TLLP findings at the SITE Conference Our model at the ATE Conference Sharing the Learning Summit, MOE Peer-reviewed publication (pending, Ontario Action Researcher) It was a question concerning copyright which particularly

struck me. One participant asked me about teacher and student discussion materials being posted online and proprietorship. This teacher... was concerned about copyright issues and who owns materials once they are posted online. This is a valid question for us to pose ourselves as educators, especially when one embarks on using digital cloud technology in the classroomAs a teacher working with high school students, this raises concerns about the loss of ownership with regards to ones ideas. While, we teach our students to cite material and to create bibliographies for their research, who is safeguarding original thought/discussion that arises from STSEbased talks online or other online discussions? The conference opened up my mind to this challenge of online ownership. (Author reflection, e-Community Ontario, 2nd May 2013) Pedagogical Sharing at the SITE Conference led to renewed inquiry ould like to

w I . D P e th t a lot learned. We learned a e w t a h

w t u o ore ab investigate m t Edmodo. It u o b a e r o m learn d s o me

e I would like to e n t s ju I l. o ntastic to seems like a fa it out time to figure !

hat d w be g an o t ttin y a si d e o f th to d o alf not h t

rs sking fi the een a le. d un all b peop o f I 've to g e n w ni e list Than

k fanta you to the stic p resen entire tea tation m . I rea . This wa sa lly lea rned a lot! I found with time in the afternoon to "play" and be together while doing so, we were actually immersed in the technology and were learning more than we ever could have just listening to people talk about it.

Next time, maybe we could have the people interested in websites like Edmodo, d2L and WordPress (class websites) in one room, people interested in adding some technological games or similar (like Jing, QR codes, etc.) in another room etc., and all of us on a computer. That would be the most effective way to get people comfortable and actually using the technology. (Transcript from Club 21: 21st Century Learning PD, February 2013) Challenges of Project-based Professional Learning in TLLP - Scheduling and finding the time to collaborate - Missing curriculum instruction time - Managing a large budget of $14 000 - Balancing the account - Completing paperwork for reimbursements - Administrative team lacking knowledge about the TLLP

NOW ITS YOUR TURN Project-based Professional Learning Model Design your OWN TLLP What type of projects are most important to you now, in terms of teacher learning? What types of skills are you interested in learning? What do you need to make this happen? Works Cited A Funny Thing Happened Leaving No Child Behind DVD Screener. Retrieved from Campbell, C., Lieberman, A., & Yashkina, A. (2013). The Teacher Learning and Leadership Program: Research Project. Retrieved from

DuFour, R. (2004). What is a Professional Learning Community? Educational Leadership (pp. 1-6). Retrieved from s_a_PLC._ DuFour_Article_2.pdf Hannay, L., Wideman, R., & Seller, W. (2006). Professional Learning to Reshape Teaching. Toronto: Elementary Teachers Federation of Ontario. Lieberman, A. (2011). Teacher Learning and Leadership: Beijing, Finland, and U.S. Presentation transcript retrieved from 0899156be5ad2/en/transcripts/page.html Loucks-Horsley, S., & Matsumoto, C. (1999). Research on Professional Rosemary Paniccia [email protected] Gabriel Roman Ayyavoo [email protected]

Special thanks to the TLLP, Ontario Ministry of Education

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