Framework for Enhancing Student Learning Improving Accountability in BC: A Framework for Enhancing Student Learning Dean Goodman- Director, Accountability Dianne Turner - Superintendent, SD 37 (Delta) Pius Ryan Asst. Superintendent, SD 44 (N. Vancouver)
Goals for Today 1. Build shared understanding about the Framework and opportunities ahead 2. Provide perspectives and examples from two districts 3. Initiate district-based dialogue on implementation strategies: realizing opportunities in your local context 1
Beginning with the End in Mind 2
The Educated Citizen Framework for Enhancing Student Learning thoughtful, able to learn and to think critically, and who can communicate information from a broad knowledge base; creative, flexible, self-motivated and who have a positive self image; capable of making independent decisions; skilled and who can contribute to society generally, including the world of work; productive, who gain satisfaction through achievement and who strive for physical well-being; cooperative, principled and respectful of others regardless of differences; aware of the rights and prepared to exercise the responsibilities of an individual within the family, the community, Canada, and the world. 3
Our Opportunity To apply all that we know about student learning to our education system as a whole. To better align BC s K-12 accountability processes with our other educational transformation efforts (curriculum, competencies, assessment, communicating student learning, graduation program). To create a system-wide focus on student learning and continuous improvement. 4
Our Opportunity To generate a cultural shift regarding accountability from compliance to genuine cross-partner ownership of student learning. 5
Some Considerations The how is as important as the what. 6
Some Considerations A better place (achieved) Or Perfection (not achieved) 7
Some Considerations Getting the loose-tight balance right Balancing province-wide expectations with local flexibility and needs 8
BC s Framework for Enhancing Student Learning: The How Co-developed with provincial education partners o From idea to action o Provincial partner advisory group o Provincial and chapter partner meetings o Province wide review by Boards of Education o Advisory group members: BCSTA, BCSSA, BCASBO, BCPVPA, BCTF, BCCPAC, FNESC, BCCASE, Student Voice, Office of the Representative for Children and Youth 9
BC s Framework for Enhancing Student Learning: The How An iterative process (share, discuss, refine) A transition year (working with partners in districts, development of personalized planning processes, refining framework as and where needed) Flexibility to continuously improve the framework as needed to enhance student learning 10
Guiding Principles 1. All education partners are responsible for student learning, each with unique responsibilities 2. Focus on student learning, to ensure that each student achieves his or her potential 3. Meaningful, impactful, flexible, realistic and sustainable 11
Guiding Principles 4. Addresses differences in performance among groups of students Aboriginal, children in care, students with special needs 5. Strength-, support-, evidence-, and results-based 6. Commitment to continuous improvement and life-long learning 7. Continues to build confidence in public education 12
Framework for Enhancing Student Learning System-wide Focus on intellectual, human and social, and career development Multi-year district and school plans, updated annually Meaningful and Effective Evidence Reported at least annually by districts and the province System-wide Capacity Building Team-based supports focussed on continuous improvement Linkages with existing local agreements to ensure consistent and meaningful support of Aboriginal students (e.g., Aboriginal Education Enhancement Agreements) Consistent with the provincial Mandate for the School System Broadens focus of previous framework Brings coherence across all levels of the education system (student, school, district, and province) Plans will reflect local efforts to support each student and specific groups Aboriginal students children in care students with special needs Plans developed with local partners and in consideration of available evidence. The province and districts to report at least annually on overall results, as well as Aboriginal students, children in care, and students with special needs Local flexibility, balanced with provincial consistency Better utilize existing structures (e.g., partner chapters, non-instructional days) and build new team-based supports to act on provincial and local priorities and needs (e.g., provincial team to support Aboriginal learners) 14 13
What s Different Developed in consultation with provincial education partners Fewer reports Report to and for your local community Flexibility to refine provincial framework as needed Valuing the learner as a whole (going beyond intellectual to include human, social, and career development) 14
What s Different A focus on each student, as well as particular populations of students Increased flexibility in how and when plans are developed Increased focus on continuous improvement and system-wide capacity building Shared responsibility for student learning (through meaningful partner involvement) 15
What s Not Different Continuing to use and build upon processes and structures that are working Valuing school and district planning and improvement efforts Continuing to recognize and value the many amazing things that are being done to enhance student learning in schools, districts, and communities across BC! 16
Key Dates 2015/16 is a transition year (and an important opportunity for continued collaboration) By March 2016: districts develop and post their annual district and school planning process By April 2016: refine existing district plans in consideration of three goal areas and include any new evidence that may be required By May 2016: informed by education partner experiences and input, refine initial provincial policy and post on Ministry Web site 2016/17 School Year: Plans and evidence developed under the new Framework posted on each district s Web site 17
Table Talk 1. In your district and schools, what are some notable opportunities that exist with this new framework? Evidence 2. What actions can you take together (and with your local education partners) to realize these opportunities? 18
School Planning: A Framework for Enhancing Student Learning 19
School Planning Meaningful, Flexible, Co-constructed School Planning Working Group: Teachers - Carolyn Pena, Martin Stuible, Carolann Fraenkel, Paul Clarke, Andrew Shobridge Educational Assistants - Joyce Griffiths, Angela Thorp, Susan Turner, Claire Freyvogel Principals - Adam Baumann, Arlene Martin, Arlie Thompson Executive - Julie Parker, Pius Ryan 20
School Planning Meaningful, Flexible, Co-constructed Step 1 Define a quality school, and the role of a school plan Step 2 Develop the elements, guiding beliefs, and key processes to school planning Step 3 Identify school planning processes in alignment with shared values and beliefs Step 4 Review, Refine, and Recommend calendar of events and supports for implementation 21
Guiding Questions What makes a great school? What are the elements and features of a great school? What are some of the values and beliefs that guide the vision of a great school? 22
A School is a Vibrant Learning Community A Vibrant Learning Community is committed to: A focus on student engagement and learning A culture of teamwork and collaboration Respect for adult and student diversity A strong sense of community and collective responsibility Strong Systemic Structures (e.g., SBRT, Collaboration Time, Staff Meetings) Ongoing and relevant communication of student learning 24
Guiding Questions In order to create a meaningful school plan: What should be the role and purpose of a school plan and school planning process? What values and beliefs should guide the development of a school plan? What would an ideal school planning process and plan look like? What components and sections would an ideal school plan contain? 25
Meaningful School Development School planning is a process not an event Vibrant learning communities highlight areas for shared focus and development; school planning is a collaborative process whereby we identify the strengths of our school and areas for further development for our students and ourselves. The School Planning Process is built from a commitment to the values of mutual respect, responsibility, honouring diversity, collective ownership, and trust. 26
Meaningful School Development School planning is a process not an event The essential elements to the school planning are: Shared Values and Vision Student Engagement and Learning Collaboration, Communication and Community 27
School Planning: An Appreciative Inquiry Process Engagement & Learning Collaboration, Communication & Community Values & Vision 28
Title Body 29
Delta School District and School Planning Framework: Initial Thinking 30
The Spiral of Inquiry 31
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Using the Spiral Inquire! Scanning What is going on for our learners? How do we know? Why does this matter? Focusing What does our focus need to be? Developing a Hunch What is leading to this situation? New Professional Learning How and where can we learn more about what to do? Taking Action What will we do differently? Checking Have we made enough of a difference? 33
Inquiry Mindset Each school in the district has been engaged in an inquiry process focused on student learning for three years. The school inquiry processes and findings from the inquiries have informed the district planning process and provided more clarity and focus for district goals. 34
Alignment: Ministry, District and Schools Using: 1. Three framework goals 2. District vision and themes 3. School inquiry 35
Framework and District Goals Framework Goals Intellectual Human and social Career District Goals Student engagement Social responsibility and social-emotional learning Empowering learners for the future 36
Our Bold Vision 37
Student Engagement 38
Social Responsibility & SEL 39
Empowering Learners for the Future 40
District Teams District Teams will need to consider many things as they work together to plan for the opportunities that the new Framework for Enhancing Student Learning will provide. For example: What would be a meaningful consultative planning process in your school district? What types of evidence will be necessary to help inform the goals in your school district? What type of professional learning will staff need to help them achieve the goals? 41
Table Talk 1. In your district and schools, what are some notable opportunities that exist with this new framework? Evidence 2. What actions can you take together (and with your local education partners) to realize these opportunities? 42
Framework for Enhancing Student Learning Stay Connected! Dean Goodman, Director, Ministry of Education 250-508-4269 Dean.Goodman@gov.bc.ca Dianne Turner, Superintendent, Delta School District 604-952-5340 dturner@deltasd.bc.ca Pius Ryan, Assistant Superintendent, N. Vancouver School District 604-903-3444 pryan@sd44.ca 43