Judy Halbert and Linda Kaser
www.noii.ca
DEVELOPING A
COLLABORATIVE,
INQUIRING PROFESSION
Focused On Equity & Quality
Outcomes
For ALL Learners
Perspectives, Context &
Intentions
Emily Carr – Dulwich Picture
Gallery
TEAM ENDEAVOUR
Personal and
Collective Bests
Context
One of the top performing
English speaking jurisdictions
based on PISA, PIRLS, and
outcomes for 25 year olds
http://www.conferenceboard.ca/hcp/detail
s/education.aspx
• BC ranks 6th in the world on reading and
science
• BC ranks #1 in Canada in reading and 2nd to
Quebec in Mathematics
• Only three countries score higher than BC in
problem solving.
Source: OECD 2012 Program for International
Student Assessment PISA
Values – led
Impact-focused
Evidence-informed
BC Networks of Inquiry and
Innovation
Vision - drivenEvidence -
informedInquiry - focusedTeam - networked
www.noii.ca
1. VISION
Heartfelt
Animated
Required
Difficult
EVERY learner crossing the
stage with dignity, purpose and
options
ALL learners leaving our schools MORE curiousthan when they arrive
ALL learners with an
understanding of and
respect for Aboriginal
perspectives
Susan Point
2. MINDSET
Fixed
Growth
Fixed or Growth
Avoids challenges
Gives up easily
Sees effort as a
waste of time
Ignores feedback
Feels threatened
by the success of
others
Embraces
challenges
Keeps going when
things get difficult
Sees effort as the
path to mastery
Learns from
feedback
Takes inspiration
from the success of
others
3. GRIT: Effort and
Perseverance
Angela Lee
Duckworth
The grittiest individuals place high value
on challenging goals, put low estimates on
the costs of working toward these goals
and hold expectations that these goals are
feasible. Crucially, they continue to
maintain high expected valuations for their
goals despite failures, setbacks, and other
kinds of adversity.
https://sites.sas.upenn.edu/duckworth
4. GROUNDED
Evidence Informed
1. Learning and learners at the
centre
2. Social nature of learning -
cooperative learning
3. Motivation and emotions
integral to learning
4. Recognizing individual
differences
5. Stretching all students
6. Assessment for learning
7. Building horizontal
connections
5. TEAMWORK
Schools 50%+ of BC schools
Teachers & Support Staff 3000+
District & School Leaders 600+
Network Leaders 100+
Students 100,000+
Graduate Students 400
Clear purpose and shared focus
Collaborative inquiry
Trusting relationships
Leadership
Coherence
Shared measures
PERSISTENCEStoll, Kaser & Halbert
Impact Study Spaces for shared
engagement and collaboration
Generative spaces for action and change
Spaces for deep, sustained learning
Catalytic affiliation
Catherine McGregor, 2013
6. DISCIPLINED FRAMEWORK
“As I grew in my understanding of
inquiry, unknowingly I was bringing
some of my colleagues along with me.
…We were no longer evaluating
methods as good or bad but instead
we were wondering, tweaking,
applying, revising, sharing and
wondering some more.”
“Now that I have
experienced the power of
inquiry in working with
my colleagues, I could
never go back to my old
ways.”
What happens when a project is
over and the focused literacy
support ends?
Two key findings
Timperley and Parr
http://literacyonline.tki.org.nz/
If teachers applied what they had
learned in systematic ways then
this appeared to be a sufficient
threshold to support outcomes for
new cohorts of students that were
similar to gains in student
achievement while participating in
the LPDP.
Whereas, when schools engaged
in an iterative inquiry, investing in
continued knowledge-building
and establishing coherence of
learning and teaching practices
across curriculum areas, they
continued improving on their
gains over time.
7. GENEROSITY
Wai-weh – Let’s just do it.
Four Key Cognitive Tools for
Your Consideration
Growth Mindset
Learning Principles
Formative Assessment
Spiral of Enquiry
You will have to
experiment and try
things out for
yourself and you
will not be sure of
what you are doing.
That’s all right – you
are feeling your way
into the thing. Emily Carr
Thank you
Judy Halbert [email protected]
Linda Kaser [email protected]
www.noii.ca
Blog http://networksofinquiry.blogspot.ca
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