View the following Video on Creating a Collaborative Learning Culture
The Learning Exchange's Beginning to Create A Collaborative Learning Culture
Read: Chapter 4 Pound the Pavement: Digging into the Levels of Data in Street Data, by Shane Safir & Jamila Dugan (2021)
The Professional Learning Framework for the Teaching Profession
Review:
Principals as Co-learners: Supporting the Promise of Collaborative Inquiry
Actions and Interactions Framework for Professional Learning
Discussion and Assignment 4:
For this task, you are encouraged to work in groups of 2-4 people. It is expected that you collaborate on either module 4.2 or 5.1, or both. It is expected that you will meet synchronously and also collaborate asynchronously on this task. If you would like to work alone for this assignment, you must collaborate for the other assignment. Earlier, you reviewed your school data set to set a SMART goal for the year. Using the same data set, design a professional learning task for the coming cycle. Include resources, questions, activities, success criteria etc. that you might use with your school staff. Be sure to consider shifting the gaze in data to equity and shifting mindsets. If you are coming from a Catholic lens, be sure to include faith-based lens and connections to curriculum.
=========================================================================
Presentation Outline: Consider the Numbers
Brief
Students progress has hypothetically been released and the administrative team has put the data together, maybe the data is better than expected, maybe it is meeting expectations, or maybe its below our expectations. As an administrative team, we recognize the perceived length of our goal and need to recognize that in any case there is a need to commit and see it through, so in this hypothetical situation, the data would be reflecting a below expectations result in which maybe 20% of students passed the OSSLT. We need to, as a staff, reflect on the practices we contributed to the effort and perceive next steps.
Introduction
Insert land acknowledgment. Emphasis on the appreciation for the study towards furthering us as guests and family in the indigenous ways of not only within the scope of the land, but among fellow visitors as well to promote a healthy meeting point.
'To practice teaching in Southern Ontario (specifically Niagara Region), I recognize that I may be teaching on treaty land as per the “Two Row Wampum 1613” and Treaty 381 (1781). It is generosity of the Anishnaabe (Ontario.ca, 2018), Haudenosaunee Confederacy, Six Nations of the Grand River First Nation, and Mississauga of The Credit Nation (Niagararegion.ca, 2022) that would be to thank for allowing me to practice my profession as an educator on this land. In the name of the shared teachings, blessings and goals as a community, I declare that my classroom and professional learning uphold four basic principles modeled from the Medicine Wheel Framework adapted into UNESCO’s Pillars of Education (2016), Learning to be, Learning to know, Learning to do and Learning to relate. As an educator of Ontario I will put forward my best practice of the Growing Success Document to reflect the needs, conversations and observations of students best and most recent work as this model is an equitable model that not only allows for culturally responsive classroom experiences but reflects the First Nations principles of Learning in three general ways, A holistic approach to measuring learning that occurs, the understanding that there are more domains and sources for knowledge than in a book or on a website and that learning is a lifelong journey in which one continually moves forward in with each lived experience (2009). '
The principal should have a protocol or SAFE space protocol (in particular), prepared for a meeting such as "Courageous Conversations".
"In this particular learning, we will be developing questions that we need to consider in order to collect the numbers needed to identify what we can do to improve. Once we have the data, we can then uncover what we need to reimagine and then collaborate on how to move forward (Street Data: A Next Generation Model for Equity, Pedagogy and School Transofrmation, Dugan and Safir 2021)"
"As educators, what are the surface level questions we have for our students with regards to their performance on the OSSLT?".
*Educators will brainstorm generic questions based on student scores (as a general population) using the data from the OSSLT* These questions will be on a larger board or included into a "jam board".
Identifying our Own Bias-During
Have staff members breakout into departments and brainstorm why they think students may not be recieving teh literacy efforts as effectively as planned originally by the department,
Each group should then reflect on the following excerpt.
'Ways of knowing of interest to the Theory and activism of Critical Social Justice specifically include those that they deem to have been unjustly excluded or marginalized. These include tradition, superstition, storytelling, and emotion. They are considered to have been excluded by white, Western men who established their own (typically Eurocentric, white, and/or masculinist) ways of knowing—like science, reason, logic, and empiricism (see also, master’s tools). Because white, Western men had the power to do so, they have unfairly privileged these approaches and imposed them upon other cultures (see also, colonialism). They did so failing to realize that they’re also just cultural products, while rationalizing them as more valid, more correct, and methodologically stronger than others (see also, meritocracy, positivism, objectivity, white science, white empiricism, reality, and internalized dominance). People (in the West and who have adopted methods from the West – see also, colonialism) are believed to have been socialized by the dominant forces of society (not rigor or utility) to accept that these “cultural products” are in fact superior to others, according to Theory. In some sense, this understanding arises from cultural relativism, but it also has roots in both postmodern Theory and other critical theories. These, respectively, see knowledges wholly as cultural products (see also, Foucauldian, episteme, power-knowledge, racial knowledge, truth, realities, and reality) and intrinsically caught up in issues of justice and injustice (see also, epistemic injustice, epistemic oppression, and epistemic violence).
Critical Social Justice wants to reverse this state of affairs and forward these “other” (marginalized and excluded) ways of knowing. The usual claim from advocates of Critical Social Justice is that knowledge as we generally conceive of it is merely a cultural product of powerful white, Western men, who then systematically exclude other ways of knowing outside of their own cultural tradition. The demand is to make room for and advance these “other ways of knowing” either by expanding the available set of “shared epistemic resources” (e.g., by engaging in cultural sensitivity, cultural humility, racial humility, cultural relativism, cultural responsiveness, and shutting up and listening), in order to improve diversity, equity, and inclusion, or by “decolonizing” the existing knowledge system, its canon, its literature, and its canon (see also, research justice). That is, the claim in Critical Social Justice is that a sort of knowledge equity is necessary to remake the system (see also, revolution), and the way to do this is to include and advance “other ways of knowing” that have been excluded from white, Western, male thought.'
In groups, take from this the idea of what is "knowledge, myth, and opinion."
Ontario Ministry Curriuclum document Snapshots (Curriculum Expectations discussion)
Can your department scope and acknolwedge areas of learning that may seem out of place for students or unfamiliar to students?
If not, the department would be asked to look at their student population (principal will need to prepare these in advance, yes it would take time to organize), and ask, of the populations included, how many of them recognize what they learn/how they learn it as something that they can appreciate as a part of their identity?
Referring back to the surface level questions that teachers have for students, ask teachers to reflect on what more SPECIFIC questions could come from those general questions-as each group of educators to take on one question and record the specific questions that come up as well as how they expect students to answer them, (scalar response, open response, etc.)
The principal needs to note again, this is a courageous conversation in many respects and putting oneself on the spot is the point of it, in some cases, the princpial may feel better about stepping out into the light about the topic first.
Measuring Achievement-Consolidation
Departments will coordinate through gallery-walks from one to the other and eliminate questions that are repeated. In some cases, educators may want to add a question and that is greatly appreciated.
The principal will be circulating and documenting questions in a live forms sheet documenting key questions from the departments.
As teachers, the closing reflection is going to be the consideration that you were OR were NOT given when you were a student preparing for the OSSLT, consider the remarks of some staff you may have interacted with AS A STUDENT who may have noted the lack of consequence for failing the test.
Storientation-Next Steps
The next step for the staff would be interviewing students and or parents who they are responsible for in this semester and interviewing to discover what some difficulties for the student may be, how these challenges may have been overcome in the past.
Source List:
Street Data: A Next Generation Model for Equity, Pedagogy and School Transformation, Dugan and Safir 2021
Canadian Council on Learning. The State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success. Ottawa, Ontario (2009).
Lalonde, S. Alberta Regional Professional Development Consortia. (2016).
Provincial First Nations, Métis, and Inuit Professional Learning Project. Calgary, AB:
Alberta Regional Professional Development Consortia.
Ministry of Indigenous Affairs. Map of Ontario’s Indigenous Treaties and Reserves. Ontario.ca 2018
N.K. Singh. Culturally Appropriate Education Theoretical and Practical Implications.
Niagararegion.ca Indigenous Engagement. 2022
https://www.niagararegion.ca/health/equity/indigenous-engagement.aspx
No comments:
Post a Comment