Canada: A case story Capacity Building and Accountability

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1 WELCOME TO CANADA!

2 Canada: A case story Capacity Building and Accountability Blending theory, research and practice What are the lessons learned to help raise academic bars and close academic gaps? How do we make learning intentional and visible? March 13, Dr. Beverley Freedman

3 In Cluster Groups Introduce yourself What is the commonalities you share as a group? What are 3 things you, as a group that you want to learn/know by the end of the day? What is one thing that you want me to take away by the end of the day?

4 To do At your tables: As a group select the 5 quotes that resonate with your view of leadership and learning. List the page and number of the quote, and explain why you, as a group selected those 5 quotes.

5 The Norwegian educational system aims to be among the best in the world with regards to both academic levels and breadth of participation and completion rates. Universal schooling for children was introduced in Norway 250 years ago. The quality of our education and training is instrumental for the qualities developed in our society.

6 Three Fields of Knowledge Practitioner Knowledge Knowledge of those involved Practitioner & context knowledge New Knowledge Knowledge created together through collaborative work and enquiry Public Knowledge Knowledge from theory, research and best practice (NCSL, 2006)

7 What is the piece of knowledge that MOST CHANGED YOUR LIFE? SHARE

8 Canada 10 provinces, 2 territories 36 million 2 nd largest in land mass Sea to sea to sea Education is a provincial/territorial jurisdiction no central Ministry of Education, Council of Ministers of Education,

9 McKinsey & Company, How the World's Most Improved School Systems Keep Getting Better (2010). p. 47 Ontario, which... has a relatively large school system of nearly 5,000 schools, 120,000 teachers, and 2.2 million students, is among the world's highest-performing school systems. It consistently achieves top-quartile mathematics scores and top-decile reading scores in PISA.

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11 Ontario 1.6 million students JK-8 and 660,000 high school students 72 school districts 31 English public, 4 French public, 29 English Catholic, 8 French Catholic & 10 School Authorities, Provincial Schools, Hospital Boards 115,000 FTE teachers (74,000 JK-8 and 7,300 FTE administrators

12 Vision Ontario is committed to the success and well-being of every student and child. Learners in the province's education system will develop the knowledge, skills and characteristics that will lead them to become personally successful, economically productive and actively engaged citizens. Ontario will cultivate and continuously develop a high-quality teaching profession and strong leadership at all levels of the system. Our education system will be characterized by high expectations and success for all. It will be responsive, high quality, accessible and integrated from early learning and child care to adult education. Together, we will build on past achievements and move forward with ambitious goals.

13 Our renewed goals for education are: Achieving Excellence: Children and students of all ages will achieve high levels of academic performance, acquire valuable skills and demonstrate good citizenship. Educators will be supported in learning continuously and will be recognized as among the best in the world. Ensuring Equity: All children and students will be inspired to reach their full potential, with access to rich learning experiences that begin at birth and continue into adulthood. Promoting Well-Being: All children and students will develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices. Enhancing Public Confidence: Ontarians will continue to have confidence in a publicly funded education system that helps develop new generations of confident, capable and caring citizens.

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15 The Early Years Begin JK at 4 years (December 31)All day every day Intentional Play-based learning inspired by Reggio school Inquiry centres Literacy and numeracy are the key focus areas Curriculum is expectation based

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17 Ontario Education K-12 JK to grade 8 continuum Curriculum Policy Documents Big Ideas (Overall Expectations and supporting expectations what students will know and be able to demonstrate) elementary/index.html Supporting resource -Aboriginal Education, Special Education, ELL

18 High School Total 30 credits, 40 hours community involvement, OSSLT 18 compulsory credits (110 hours) Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma: 4 credits in English (1 credit per grade)* 3 credits in mathematics (1 credit in Grade 11 or 12) 2 credits in science 1 credit in Canadian history 1 credit in Canadian geography 1 credit in the arts 1 credit in health and physical education 1 credit in French as a second language 0.5 credit in career studies 0.5 credit in civics

19 Student Success Engaging and relevant programming Co-operative Education Specialist High Skills Majors (SHSM) Effective instruction Focused interventions for students at risk of not graduating Improving outcomes in applied programs 19

20 Diversity Over 2 million of Ontario s 11.4 million are visible minorities Chinese, South Asian, Black 3 million are immigrants Ontario students 13% are ELL 10% born outside Canada 22% speak languages other than English & French

21 First priority

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23 Special Education 15% of students 60% of identified students with Individual Education Plans are male Integration is the assumed practice differentiation Challenges mental health, complex and profound Track achievement msec/speced/learningforall2013.pdf

24 English Language Learners This language-acquisition policy is designed to help all English language learners in the province by engaging them in learning that enables them to develop their talents, meet their goals, and acquire the knowledge and skills they will need to achieve personal success and to participate in and contribute to Ontario society. ldprograms/esleldprograms.pdf

25 Assessment & Accountability Education Quality and Accountability Office (EQAO) Assess at grades 3, 6, 9 (Math) and 10 (Literacy) EQAO ensures greater accountability in the publicly funded education system in Ontario and helps improve the quality of education by providing data on student achievement and by reporting on plans for improvement. School boards require schools to develop school improvement plans. Parents who wish further information about their school's improvement plan should contact the school or school board directly. Improvement planning is a strategy that brings about educational change by increasing district school boards' and schools' capacity to design and manage change that will improve student outcomes. Improvement plans are the means by which students, teachers, parents, principals and senior school board staff change conditions for learners to ensure improved achievement. Each school board develops and releases a board-wide plan; the principal and teachers of each school use the plan as a foundation and work with parents, school councils and other representatives of the community to prepare and release a school improvement plan.

26 Growing Success Resource for the policies on assessment and evaluation K-12 resource g/growsuccess.pdf

27 7 Principles To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: are fair, transparent, and equitable for all students; support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit; are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; develop students self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

28 What are the strengths of Norwegian Education? Discuss & Share

29 OECD- What do we know and what have we learned? Organization of Economic Cooperation and Development or OECD Under their control is the International Testing for PISA, PIRLS (Programme in International Reading Study,2011) and TIMSS (Math and Science) Latest was PISA (Programme for International Student Assessment) for15 year olds. Are students well prepared for future challenges? Can they analyse, reason and communicate effectively? Do they have the capacity to continue learning throughout life?

30 Senior Advisor for Education PISA OECD Andreas Schleicher International perspective learning is an activity, informed and collaborative professionals using research and usergenerated wisdom, embracing diversity, learner centered, personalizing education experience, assessing success by delivering equity, instructional leadership, sustaining networks, develop culture as capital

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32 OECD Challenge and Support High expectations and measures for intelligent accountability strategic and systematic approaches evidence of targeted interventions less variability between schools (academic optimism) Collaboration to increase & expand pedagogical tools to build capacity - teachers as knowledge workers Focus on good teacher PD & boost morale Individual and collaborative inquiry and conversations, Coherence, rigour and focus on improvement individual and collective for all (underachievers are targeted) quantity & quality increase student learning time Integrated educational opportunities use differentiation to personalize develop parental and teacher expectations student believe teachers will assist their learning - heterogeneity

33 Having more education helped people all over the world stay employed during the recession, according to the OECD. Between 2008 and 2010, unemployment rates among developed nations jumped from 8.8 percent to 12.5 percent for people with less than a high school education, and from 4.9 percent to 7.6 percent for people with only a high school education. For those with the equivalent of a college degree or more, the jobless rate went from 3.3 percent to just 4.7 percent.

34 To Improve OECD Study on Enhancing Learning through Formative Assessment and the Expansion of Teacher Repertoires Optimistic accountability Increase skills and knowledge of teachers Increase skills and knowledge of administrators and principals Opportunities for collaborative professional learning Assess, monitor and review and revise for school and system improvement

35 PISA Report on Norway While Norway s results in the OECD s Programme for International Student Assessment (PISA) are at or above the OECD average depending on the subject, these outcomes are not considered satisfactory given Norway s high levels of spending on education. This national agenda is coupled with efforts to build up capacity at all levels and support networking among schools and school owners to strengthen collective learning. OECD B. Freedman - OISE/2015

36 International Computer and Information Literacy Study (ICLS) Understanding computer use a e.g., knowledge of the general characteristics and functions of computers Accessing and evaluating information a e.g., the ability to find, retrieve and judge the relevance, integrity and usefulness of computer-based information Managing information a e.g., the ability to adapt the organization and storage of information so that it can be used or reused efficiently Transforming information a e.g., the ability to use computers to change how information is presented so that it is clearer for specific audiences and purposes Creating information a e.g., the ability to use computers to design and generate original information products for specified purposes and audiences Sharing information a e.g., the ability to use computers to communicate and exchange information with others Using information safely and securely a e.g., an understanding of the legal and ethical issues of computer-based communication

37 Jurisdictions Average Score ICLS Czech Republic 553 Ontario 547 Australia 542 Poland 537 Norway 537 Korea 536 Newfoundland & Labrador 528 Germany 523 Slovak Republic 517 Russian Federation 516 Croatia 512 Slovenia 511 Lithuania 494 Chile 487 Thailand 373 Turkey 361

38 Progress in International reading Literacy Study (PIRLS) Ontario ranked 5 th among the participating jurisdictions Canada in the top 10 Finland in the top 3 and then Denmark in the top 15 Students in grade 4 acquisition for literacy Gendered results On average 12 to 15 points separating young women and young men

39 What is your experience with gender Discuss with your colleagues about young men and young women and effort and achievement

40 What is possible, probable and preferable to create interesting and challenging learning environments? What can we do differently to engage students in their learning?

41 Hattie, 2009 Effective teaching is intentional and uses deliberate interventions to ensure there is a cognitive change in the student. p.23

42 The most successful learning strategies are ones that involve each student personally. Means of assessing student progress should serve a learning function, helping students clarify understandings and providing information on which to base judgments.

43 Collaborative Inquiry

44 I is for: Improvement raise the bar & close the gaps Implementation Ontario Curriculum Growing Success Learning for All SEF Instruction research-informed, impactful Inquiry evidence to direct questions Innovation - theory to action knowledge making

45 Moving it to the students desk Inquiry shapes the work - theories of action Think renaissance teams What evidence of change to you bring to the table Examine student work as artifacts Each brings professional experience and tacit knowledge use open-ended conversations to unpack trends, patterns, outliers

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48 Literate Learner Meaning Maker Code User Text User Text Analyzer

49 Data is Used To: Enhance understanding and gain perspective Create a focus and monitor progress Guide decision-making to use for problem solving Measure impact of implemented strategies and directions Generate new knowledge and understandings knowledge mobilization Conzemius, 2012

50 Using Data While the deepest insight into schools and students can be gained by crossing different measures to gain a more, well-rounded picture of the school and its challenges, even a relatively simple analysis of school data can help teachers shape their practice more effectively. Bernhardt 2009

51 Moving up the Data Continuum YOU ARE HERE Brieter & Light, Light, Wexlar, Heinze, 2004

52 Fullan & Hargreaves (2011) What data are appropriate? Focus what are the goals/targets Attendance, suspension, attitudinal, graduation rates Teacher engagement coherent practices using learning teams to build capacity and deprivatized practice Likely see these indicators before the achievement changes become realized Create a data tapestry

53 Evidence-Informed Decision-Making What types of evidence to track/monitor student achievement/learning are you currently using? How is it being used to inform decisionmaking in your classroom, school, district? How has using evidence changed your practice? What is working well and how can you tell? What areas still require support?

54 Multiple measures must be considered and used to understand the multifaceted world of learning from the perspective of everyone involved. -Victoria Bernhardt

55 School Reviews School decides on the areas of strength, for feedback and evidence External team provides the feedback through data analysis and onsite visits Report to the school is like descriptive feedback

56 If Deconstruction.. Then Key components Of the If Then.. Statement Specific Strategies or actions Results or Evidence of Student Learning Next Steps

57 Coherency Direct to Indirect Frequent to Infrequent Predictable to Unpredictable Specialized to General Internal to External Formal to Informal Individual to Group

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59 Implementation Journey AWARENESS DEVELOPING IMPLEMENTATION IMPLEMNTATION SUSTAINABILTY PRACTISING SUPPORTING MONITORING

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61 The Power of Co Expectations, Learning Goals, Success Criteria, with Students Plan, discuss evidence based strategies Co- Planning Co- Teaching Deprivatized classrooms Facilitate and share Side by side Collegial feedback Use data move students Co- Reflecting Co- Debriefing Look for student voice Alignment of assessed and taught

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64 Questions?

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