Recent Professional Learning

 

A Message from the President, Sue Elliottt

 

AGENCY – What needs to be considered to support agency?

 

Voice without Agency is cruel, disingenuous.

In the evolution of the classroom from teacher / curriculum knows best, to student voice, to student agency, students watch closely to see if their ‘voice is heard’ – and there are commensurate changes to address their concerns. How best to create an environment where it is okay to be a learner, and we listen authentically to students and educators. As a collective we are all learners. Is what we think is ‘right’ always helpful? Can we allow ourselves to be open, vulnerable?

With the intention to create a deeper understanding of student agency, in a November 6 session Rod Allan interviewed Jean Stiles [U of A], and facilitated responses from panelists Nathan Ngieng [Deputy Superintendent, Abbotsford], Jeff Hopkins [PSII Pacific School of Innovation and Inquiry ], and Kim Ondrik [formerly Mill Bay Nature School]. A rich conversation unfolded.

 

 

Having the courage to be a leader who explored the purpose of school and education as a pathway to students’ future, during her career Jean explored who was marginalized in the system, and how to provide them with agency to flourish. Responsive leadership provided a pathway to unpack the hidden system and listen to students. How best to challenge the system to create dissonance? Doing action research together allowed for a small prototype to flourish, to prepare folks to behave in different ways, be aware of our biases – the assumptions that we have inject disruption into the learning system.

 

 

With the intention to create a deeper understanding of student agency, in a November 6 session Rod Allan interviewed Jean Stiles [U of A], and facilitated responses from panelists Nathan Ngieng [Deputy Superintendent, Abbotsford], Jeff Hopkins [PSII Pacific School of Innovation and Inquiry ], and Kim Ondrik [formerly Mill Bay Nature School]. A rich conversation unfolded.

Having the courage to be a leader who explored the purpose of school and education as a pathway to students’ future, during her career Jean explored who was marginalized in the system, and how to provide them with agency to flourish. Responsive leadership provided a pathway to unpack the hidden system and listen to students. How best to challenge the system to create dissonance? Doing action research together allowed for a small prototype to flourish, to prepare folks to behave in different ways, be aware of our biases – the assumptions that we have inject disruption into the learning system.

Some ‘takeaways’ from the conversation:

Create spaces/processes that give students a voice and involvement in the decision-making process. Action research and doing a deep inquiry into learning that engages students creates a co construction of a supportive learning environment. Listen with an open mind.

Work with parents and students in following the students’ lead shifting the role of the teacher to one of a pedagogical leader. Be careful not to drive the curiosity and innovation out of kids. Let go of what is – welcoming the unknown. Allow becoming to flourish. Be open to being vulnerable – start small and take risks.

The way we assess, make decisions about kids needs to involve them in ways they want to be judged. Learning is on a continuum, and it is important to involve students in the process.

Create a culture of trust and encourage all educators to be honest to explore what is possible. When looking at indicators of success, how do we see ourselves in changing policy? Where is the growth mindset? How do we get ‘social permission to do this work? A healthy ecosystem requires diversity, innovation and action.

Everybody has agency in the system: student AND teacher agency require support. Prepare the adults and create structures around them to support students.

Student voice has to move to a place of action

 

A Professional Learning Network

Working with BC Educators using Canadian Protocols, Affiliated with  the International Work of Learning Forward, 

Learning Forward BC   is an international association of learning educators committed to the goal of enahncing the  practice of Professiion Learning  K-12 education:

Every educator deserves to be engaged in purposeful, well organized and reveleant  professional learning  that will  enhance  the  learning process for teachers and those they teach.

.The name is noteworthy: learning is first, reminding us that learning is at the heart of our purpose and that learning creates our future; forward signifies forward action as we address adult learning, policy and advocacy, research and practice in order to ensure quality professional learning that impacts student learning.

Learning Forward BC  is a cross-role educator group – a network who park their titles at the door and work with and support those who research, teach,support  and facilitate quality adult professional learning. We bring content, your context, tools, and high-quality process to the table, use current research  including the concept of the Learning Forward Standards for Professional Learning as a foundation of our work.

 

A Standard of Practice that supports Equity in all areas of our work is  the key focus  for the  work.

 

Goals of Learning Forward BC

  1. To explore and develop a shared understanding of learning in the 21st Century
  2. 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
  3. To expand the Learning Forward BC networks through:
    • Engaging and building partnerships
    • Connecting with ‘thought leaders’
    • Growing our virtual community
    • Working with Canadian affiliates toward Conference 2016

Learning Forward BC aims to

  • To promote the Learning Forward Standards for Professional Learning
  • To provide forums to engage others in relevant conversations about topics of keen interest by marrying research with innovative practice
  • To share expertise and experiences in effective professional learning that enhances student learning
  • To promote and facilitate networking among those who teach, train, and facilitate adult professional learning
  • To collaborate and provide tools to support effective professional learning

Learning Forward BC Board Members: 2015-2016

 

Sue Elliott

President

Consultant

Lives in Sechelt

Audrey Hobbs Johnson

Treasurer/Communications Co-ordinator

Consultant

North Vancouver

Shelley Lammie

Secretary

Principal

York House School

Trudean Andrews

Membership Coordinator

Consultant

North Vancouver

Ian Kennedy

Member at Large

Principal

Carson Graham Secondary School

Elizabeth Bell

Member at Large

Manager of Professional Learning

British Columbia Princpals,Vice-Principals Association

David Manual

Member at Large

District Principal , Learning Services

Chilliwack School District

Jessica Antosz

Member At Large

Manager -Professional Learning

British Columbia Princpals,Vice-Principals Association

Sandra Lynn Shorthall

Secretary

District Principal

West Vancouver School District

Karen Fadum

Member At Large

Curriculum Helping Teacher

Surrey School District

Steve Cardwell

Member at Large

Reno Ciolfi

Member at Large

Assistant Superintendent

Coquitlam School District