About Learning Forward BC affiliate and Board Members

The Professional Learning Network in British Columbia

Learning Forward BC , is an international network of learning educators committed to one purpose in K-12 education: Quality Professional Learning for all Educators that is focused on the needs of each and every student.

Learning Forward BC, bases their Vision and Mission as described in the the State of Professional Learning in Canada published in 2016.

See copies of documents links below.

ThIs Network of BC Educators is a cross-role educator group who work together collaboratively to support adult educators with the skills, strategies and resources that will lead to student engagement and success.

Learning Forward BC focus on equity is shown in all programs through Professional Learning that reflect current research and practice.

This is based on the Canadian Study on Professional Learning Dimensions ( 2016) and continues to develop thought current cross Canada and International work.

Professional Learning Programs and Projects described in these documents are based on a broad base of British Columbian, . Canadian and Global Research. In British Columbia, all work was done by a Collaborative that included all the key Education Partners in BC.

British Columbia Ministry of Education

British Columbia Principals’ and Vice-Principals’ Association

British Columbia School Superintendents

Association British Columbia School Trustees Association

British Columbia Teachers’ Federation

Federation of Independent School Associations in British Columbia

Learning Forward British Columbia

Links to Summary Documents.

BC Case Study EX Summary

CanadaStudyExecSumm2016 final copy

Table 1: Features of Professional Learning and Key Findings from The State of Educators’ Professional Learning in Canada study Key Components and Features of fEfective Professional Learning Identified in Review of Research Literature Key Findings from Study of Educators’ Professional Learning in Canada Quality Content Evidence-informed Evidence, inquiry, and professional judgement are informing professional learning policies and practices Subject-specifc and pedagogical content knowledge The priority area identified by teachers for developing their knowledge and practices is how to support diverse learners’ needs A focus on student outcomes A focus on a broad range of students’ and professionals’ learning outcomes is important A balance of teacher voice and system coherence The appropriate balance of system-directed and self-directed professional development for teachers is complex and contested Learning Design and Implementation Active and variable learning There is no “one-size-fts-all” approach to professional learning; teachers are engaging in multiple opportunities for professional learning and inquiry with differentiation for their professional needs Collaborative learning experiences Collaborative learning experiences are highly valued and prevalent within and across schools and wider professional networks Job-embedded learning Teachers value professional learning that is relevant and practical for their work; “’job-embedded” should not mean school-based exclusively as opportunities to engage with external colleagues and learning opportunities matter also Support and Sustainability Ongoing in duration Time for sustained, cumulative professional learning integrated within educators’ work lives requires attention Resources Inequitable variations in access to funding for teachers’ selfselected professional development are problematic Supportive and engaged leadership System and school leaders have important roles in supporting Professional Learning for School

This work aligns with e used for the Learning Forward Standards for Professional Learning however the in BC we follow our own Dimensions for Professional Learning

Goals of Learning Forward BC

To explore and develop a shared understanding of learning in the 21st Century
To provide support for leadership in/of professional learning leaders by:
- Exploring intentions and responsibilities across different roles
- Engaging leaders in effective strategies to build and sustain capacity in schools and districts
To expand theLearning Forward BC networks through:
- Engaging and building partnerships through Professional Learning opportunities for all Educators in BC
- Connecting with ‘thought leaders’ in BC, across Canada and in an International Context
- Growing our virtual community along with promoting face-face sessions in a local context along with provincial sessions and conferences.

Learning Forward BC has a focus on :

Promoting the Professional Learning Dimensions for Canada as stated in the Canadian Study Research on Professional Learning 2016
Aligning with Learning Forward Standards for Professional Learning
Providing forums to engage others in relevant conversations about topics of keen interest by connecting research with innovative practice
Sharing expertise and experiences in effective professional learning that enhances student learning
Promoting and facilitating networking among those who teach and facilitate adult professional learning
Collaborating and providing tools to support quality professional learning