#LFOntChat Archive
This new slowchat will run over the course of a week with a single question being released each Sunday, Tuesday and Thursday at 7:00 pm EDT (with all three questions being related during a given week). This chat will focus on an exploration of Learning Forward's Standards for Professional Learning and we will discuss practical applications of those standards in our school districts. Learning Forward Ontario will host these slowchats, as an affiliate of Learning Forward. We are committed to proving student learning by providing leadership and support for those responsible for professional development.
Thursday April 14, 2016
Chris here from Ontario, Canada...math facilitator. Happy to be with you!
Michala from Virginia Beach. tweeting on the iPhone which may prove to be problematic!! I'm an elementary literacy coach.
On Sunday, we discussed sources and types of data that help support planning, monitoring and assessing PL.
Hi Michala! Glad you could join the conversation tonight!
Hello from Alabama here for a little while, thanks for the invite
Still trying to get used to the slow chat format! :) Not quite the same as ! :)
Girls are in violin lessons so this is the perfect use of my waiting time!
Please take a few minutes to review Learning Forward’s DATA Standard for Professional learning. https://t.co/6r0yI24qd2
Sarah joining from London, Ont.
Hi Sarah! Just reviewing the link I posted. Welcome!
I'll post tonight's Q2 in just a few minutes.
Q2: How do PL leaders use data to plan, monitor and assess professional learning?
Hey! Joining in late & on road to Toronto;)
Jilian joining in from Ontario
Thanks, Jilian! Glad you could join us!
Learning Forward's link to the data standard below and tonight's Q2 is posted! Please join in!
Hi! Christine Chin from Richmond Hill Grade 6 - curious!
So happy you could join us! Sincere welcome to you!
A1 PL should use variety of data asses the needs and strengths of Ss & Ts, build a professional learning community
I like that you are respecting both needs and strengths in building that community of learners!
A1 our Ts use data from common formative assessments weekly to plan instruction, remediate, & enrichment. Benchmark 3x yr
Does this data assist with their own PL? If so, how?
Ts have job embedded PD through Inst. Coaches to help w/instruction strategies/resources to meet needs
A variety of data for a variety of purposes but the overarching theme of effective PD.
RT Q2: How do PL leaders use data to plan, monitor and assess professional learning?
So what might be the data connection that supports the PL in this instance?
A2: I think it depends on the kind of data that they are looking at - what skills? Type of research method? Learning goals?
So how might one of those types of data support effective PL? Can you provide an example?
Ts also have data from Admin & their own observations that help them choose PD to address professional needs & interests
Find out where Ts want to grow and generate PD around their needs and wants. So much to learn as a T that it can be overwhelming.
A2: I hope that data is used to further build capacity in leaders - especially in terms of
A2: Admin use data to determine changes in policy, funding, human resources, time, or tech needed to support team-based learning.
Formative data is always aligned to " targeted objectives", PL would be tied to instruction to meet Ss needs
A2: it might depend on what kind of data. Can you expand on that?
A2: it might depend on what kind of dada. Can you expand on that?
Like this! Ts' own observations and experiences drive their learning opportunities/choices!
PL any PD offered needs to meet the goal/vision of school, should be workshop type environment where Ts find immediate benefit
Love the idea of really 'digging deep' to find a focus that makes sense and is manageable!
A2: My hope that research methods = valid, reliable &used to identify significant learning needs-then facilitate job embedded PL
Ts have time to observe each other, critical friend/lead learners. Discuss needs and learn from each other based on observations
Help me understand the connection between data and building capacity in leaders.
Agreed. Ts also need to model learning by showing a in learning new things
Right on! And hopefully CLEARLY UNDERSTOOD objectives.
Totally agree about Ts needing to see immediate benefit. If Ts are committed to PL it makes a big impact https://t.co/4QlihGuNpk
PL any PD offered needs to meet the goal/vision of school, should be workshop type environment where Ts find immediate benefit
Give Ts time to collaborate using data imperative, all the data in the world doesn't help, if time isn't given to plan using it
you can identify from the data what needs to be developed though PL
if we want T to seek put and honor , we must do that for Ts in their learning!
Pick any kind of data you wish as an example and how does it support he PL leaders work?
A2: I would hope that PL is driven by Ss data and goals are being set to impact student success. Not sure this is always the case
All too often Ts are "told" what they need to learn. We need to build Ts autonomy into the process. https://t.co/oebYkEZGwi
if we want T to seek put and honor , we must do that for Ts in their learning!
Are we going by what Ts say they need? Or are we looking needs based on what data says?
Ts are as diverse in their learning styles as Ss. Only fair to personalize their PD so that it is useful! https://t.co/CFJ5BL2Hx2
if we want T to seek put and honor , we must do that for Ts in their learning!
Also must ensure that Ts PL is driven from Ss needs in the classroom. PL needs to impact teacher practice https://t.co/oebYkEZGwi
if we want T to seek put and honor , we must do that for Ts in their learning!
And if we model IIT and Ts e how powerful it is, they will more likely bring it back to classroom. https://t.co/Bc1wDf0IBW
Ts are as diverse in their learning styles as Ss. Only fair to personalize their PD so that it is useful! https://t.co/CFJ5BL2Hx2
if we want T to seek put and honor , we must do that for Ts in their learning!
What happens when what Ts think they need is not reflected in the research?
Does providing for "immediate benefits" often lead to sustained changed in practice? Should it?
Yes, Offer a variety of PD to meet Ts needs, a menu for the to choose from, online, blended, embedded
or what if what teachers say they need is not necessarily related to research??
if PD can be used, even in increments, usually a sustained benefit, immediate results seen, empower Ts to do more
Just wondering about "immediate benefits" versus commitment to the 'messy' work of learning over time???
Evaluating & articulating is individual. Sometimes i don't give enough time for everyone.
Fred from BC, playing hooky from my research paper, math & ed consultant, grad student, Mentor Teacher
So true...that elusive element that is so critical...TIME!
we often don't know unless and until we do some research, code the results for example, & see what is truly missing
Using a systematic PLC cycle of looking at data to address needs/strengths, creates a cycle of continued learning for all
I would hope that Ts are identifying needs based on what the data says their Ss need. https://t.co/y1EYfhz45v
Are we going by what Ts say they need? Or are we looking needs based on what data says?
Hi Rachel! A very important 'data' source! How do leaders use it to plan, monitor and assess PL?
Ts may be doing awesome job - but then data could end up demonstrating that piece needs PL
A2: Data can create tension, raise Qs, cause reflection, test assumptions, test ideas & promote conversations around it/thru it
How does a PL leaders use that respect for autonomy to support, monitor and assess PL? Possible?
Sometimes my data is qualitative...the look on Ts faces. I can see confusion, frustration,excitement. https://t.co/r1G128nGiN
Hi Rachel! A very important 'data' source! How do leaders use it to plan, monitor and assess PL?
Is teacher voice a data source?
Wondering if there is a small set of non-private data that could be collaboratively looked at on 4PL
can you give an example? What part of research? Data they have collected or the info they can find for the topic?
And drives how Ts perceive data!
I mean that Ts leave with something that they can implement and get right to the "messy work" https://t.co/gy5kQ2W84u
Just wondering about "immediate benefits" versus commitment to the 'messy' work of learning over time???
I like that notion of 'productive' tension...not just about cooperation but collaboration!
Just-in-time data that causes me to adjust how and what I may be facilitating.
I think it can be valuable in framing how PD is delivered and its content.
We meet Ts where they are at & support on the path - ICs, TOSA, support from other Ts and of course admin https://t.co/D7uqQijIwg
How does a PL leaders use that respect for autonomy to support, monitor and assess PL? Possible?
As a new T, I needed to learn how to make data work for my Ss and me.Ts may need training on collecting, analyzing, & responding.
Analyzing is tough. tOugh to tell what your data is telling you and to come up with a plan to support Ss
Amazing how just-in-time data allows fast tweaks that can have big payoffs. Need Ts to see we are a team. https://t.co/5HzEngb3Wq
Just-in-time data that causes me to adjust how and what I may be facilitating.
How do you define "real data source"? I really want to understand. Thanks for your help!
a Great chat everyone! Data is important element, used correctly and purposefully can be very powerful, to both Ts & Ss
Are conversations to look at assumptions of Ts thinking in relation to Ss learning are needed?
Thanks your for your insightful contributions tonight, Debbie! Really appreciate it!
'Teacher Voice' might be an ex. What do each of us think it means? I listen to Ts 2c
For most schools a real data source is EQAO plays a large role in PD - for better or for worse
I listen to Ts to see how they think. This data gives me hints at ed philosophy & how Ts 'see' ideas
How do you address individual needs of Ts?
I see it as real-time data..what are my preferences & needs based on what I know about my Ss?
collecting data from inquiries too
TsVoice -input in how they learn best/meaningful content to them - all integrated in PD
A form of qualitative data. Yes.
I guess I'm thinking about qualitative data sources. How are they valued?
Need to be sure that we are focusing on actual needs of Ts & Ss - not assumptions Data driven discussions
I look for Stop moments: When data jars us with cognitive dissonance, a Q about my beliefs. https://t.co/HfcXCxIy8S
My last RT tonight...Q2: How do PL leaders use data to plan, monitor and assess professional learning?
In my role qualitative data is what really "moves" Ts thinking & increases Ts commitment to learning https://t.co/ddAEXFZbWI
I guess I'm thinking about qualitative data sources. How are they valued?
It is like assessing S work 2gether; it is powerful PL; gives new perspectives possibilities insight
Thanks for your participation tonight! Very meaningful discussion! Feel free to continue...I have to prepare for PD for Friday.
Great point-found that both needed...sometimes Ts nd support to uncover what they don't know yet-urgent S need
qualitative data is of value but needs support of quantative data to help measure impact
Yes! Bring Ts into action research as soon as Ts get out of survival mode; Ts openly discussing learning a start
Agree....key is 2use multiple sources to uncover S learning-this leads to T PL
True but valuable for making Ts wider awake about Ss, learning & art/science of Ting.
But how do we reveal those assumptions & analyze them so what we say matches what we are doing?
1/2 start w S learning need and determine high yield strats to focus on-
Hello all. Just dropping in for a moment. Haves meeting in 15 minutes.
2/2 then analyze gap in instruction and collaboratively plan PL to address this
Must engage in critical conversations with Ts & really dive into S data (qualit & quant) to uncover needs https://t.co/vPfbSakiP8
But how do we reveal those assumptions & analyze them so what we say matches what we are doing?
Thanks for the great convo tonight I have to run - bedtime at my house. Will check back in later in the week.
Agreed. Documentation reveals possibilities 4 learning & helps Ts see teaching impact.
Great conversation continues! Join by posting responses to these Qs or other posts...anytime! https://t.co/jNlX1l4cUg
leader needs to be very aware of the Ts learning needs. Differentiated support.
Yes- that brings me back full circle to data. I'm still thinking about that piece of the question.
definitely need good ways to obtain this info to inform future PL;)
putting the leader hat on... "Know thy impact".
What if T worked/learned with same kids for the "division" 1-3/4-6? Imagine the learning for Ts & Ss!
I was thinking about.. Invite creative thinking about a challenge, then Ts identify C of P and what questions come up?
