This document outlines Neil Stephenson's role as the PD/Outreach Coordinator at the Calgary Science School, which has a focus on inquiry-based learning, technology integration, and outdoor education. It describes some of the key strategies and practices that Stephenson uses to lead teacher change at the school, including establishing a consistent vision, promoting collaboration, cultivating a culture of sharing, examining student work, conducting lesson studies, and providing instructional supports and digital tools for teachers. The document also shares Stephenson's experience transitioning from a classroom teacher to a catalyst for change and highlights a case study around implementing digital portfolios.
11. Calgary Science School Connect! Blog
http://calgaryscienceschool.blogspot.com
Project Ideas
12. Calgary Science School Connect! Blog
http://calgaryscienceschool.blogspot.com
Project Ideas
Assessment Practices
13. Calgary Science School Connect! Blog
http://calgaryscienceschool.blogspot.com
Project Ideas
Assessment Practices
Student Work
14. Calgary Science School Connect! Blog
http://calgaryscienceschool.blogspot.com
Project Ideas
Assessment Practices
Student Work
PD Materials
15. Calgary Science School Connect! Blog
http://calgaryscienceschool.blogspot.com
Project Ideas
Assessment Practices
Student Work
PD Materials
Interviews with
Teachers/Students
21. 1:1 So Far
• statistical correlation between
teaching practices and
engagement
22. 1:1 So Far
• statistical correlation between
teaching practices and
engagement
• technology to communicate,
collaboration, share understanding
23. 1:1 So Far
• statistical correlation between
teaching practices and
engagement
• technology to communicate,
collaboration, share understanding
• tools for assessment, portfolios
24. 1:1 So Far
• statistical correlation between
teaching practices and
engagement
• technology to communicate,
collaboration, share understanding
• tools for assessment, portfolios
• improve: tech for modeling,
simulating, building shared
knowledge
26. If teacher learning is to be productive, professional
development must guided by meaningful analysis of
practice. Teachers must be involved in evaluation of
student learning so that they can change curriculum,
teaching and schooling practices as they learn more
about what is effective and what is not.
Linda Darling-Hammond, 2009
27. collaboration
lesson study
culture of sharing
consistent
vision examining
student work
digital tools
instructional supports
48. •Focus on Student
Learning
•Collaborative Knowledge
Building about teaching
practice (inquiry into
inquiry)
•Opportunity to slow
down - carefully examine
‘learning’
49. •Focus on Student
Learning
•Collaborative Knowledge
Building about teaching
practice (inquiry into
inquiry)
•Opportunity to slow
down - carefully examine
‘learning’
•Make practice public and
transparent
51. Traditional PD models
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
52. Traditional PD models
purpose is knowledge acquisition
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
53. Traditional PD models
purpose is knowledge acquisition
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
54. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
55. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
56. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
•knowledge is the end goal
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
57. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
•knowledge is the end goal
professional learning is:
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
58. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
•knowledge is the end goal
•consumer model
professional learning is:
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
59. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
•knowledge is the end goal
•consumer model
professional learning is: •didactic
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
60. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
•knowledge is the end goal
•consumer model
professional learning is: •didactic
Taken from: Reflective
•individual
Practice for Educators,
Osterman and Kottkamp,
2004
61. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
•knowledge is the end goal
•consumer model
professional learning is: •didactic
•individual
•acontextual
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
63. Reflective PD models
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
64. Reflective PD models
purpose is: understanding & competence
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
65. Reflective PD models
purpose is: understanding & competence
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
66. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
67. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
68. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
•knowledge is a tool
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
69. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
•knowledge is a tool
professional learning is:
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
70. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
•knowledge is a tool
•productive
professional learning is:
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
71. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
•knowledge is a tool
•productive
professional learning is: •dialectic
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
72. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
•knowledge is a tool
•productive
professional learning is: •dialectic
•collaborative
Taken from: Reflective
Practice for Educators,
Osterman and Kottkamp,
2004
73. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
•knowledge is a tool
•productive
professional learning is: •dialectic
•collaborative
Taken from: Reflective
Practice for Educators,
•contextual
Osterman and Kottkamp,
2004
75. Examining Student Work Framework
•flexible framework allows for wide variety of
teacher personality/delivery
76. Examining Student Work Framework
•flexible framework allows for wide variety of
teacher personality/delivery
•honours teacher experiential knowledge
77. Examining Student Work Framework
•flexible framework allows for wide variety of
teacher personality/delivery
•honours teacher experiential knowledge
•teacher becomes “researcher... engaged in a
continual process of self-education.”
78. Examining Student Work Framework
•flexible framework allows for wide variety of
teacher personality/delivery
•honours teacher experiential knowledge
•teacher becomes “researcher... engaged in a
continual process of self-education.”
•collaborative search for understanding - versus
“delivering someone else’s mail”
81. Three parts of “Examining Student Work”:
•Examination of Task: “What topics are worth
our students time?”
82. Three parts of “Examining Student Work”:
•Examination of Task: “What topics are worth
our students time?”
•Examination of Assessment: “How are we
designing assessment practices so all students
can succeed?”
83. Three parts of “Examining Student Work”:
•Examination of Task: “What topics are worth
our students time?”
•Examination of Assessment: “How are we
designing assessment practices so all students
can succeed?”
•Examination of Student Work: “What do we
count as evidence of deep understanding?”
98. MY EXPERIENCE
• transition from teacher to ‘catalyst for change’
• relationships
• ‘cold-calling’
• small nudges / different approaches
99. MY EXPERIENCE
• transition from teacher to ‘catalyst for change’
• relationships
• ‘cold-calling’
• small nudges / different approaches
• documenting and sharing
100. MY EXPERIENCE
• transition from teacher to ‘catalyst for change’
• relationships
• ‘cold-calling’
• small nudges / different approaches
• documenting and sharing
• establishing internal collaboration
101. MY EXPERIENCE
• transition from teacher to ‘catalyst for change’
• relationships
• ‘cold-calling’
• small nudges / different approaches
• documenting and sharing
• establishing internal collaboration
• striving for consistency
110. Digital Portfolios: Teacher Change in Action
Teacher Buy-in
Open Communication between Teachers
and Administration
111. Digital Portfolios: Teacher Change in Action
Teacher Buy-in
Open Communication between Teachers
and Administration
Deep, sustained collaboration among Fine
Arts / PE teachers
112. Digital Portfolios: Teacher Change in Action
Teacher Buy-in
Open Communication between Teachers
and Administration
Deep, sustained collaboration among Fine
Arts / PE teachers
Tech PD embedded in teacher change
113. Digital Portfolios: Teacher Change in Action
Teacher Buy-in
Open Communication between Teachers
and Administration
Deep, sustained collaboration among Fine
Arts / PE teachers
Tech PD embedded in teacher change
Modified Schedule
114. Digital Portfolios: Teacher Change in Action
Teacher Buy-in
Open Communication between Teachers
and Administration
Deep, sustained collaboration among Fine
Arts / PE teachers
Tech PD embedded in teacher change
Modified Schedule
115. Digital Portfolios: Teacher Change in Action
Teacher Buy-in
Open Communication between Teachers
and Administration
Deep, sustained collaboration among Fine
Arts / PE teachers
Tech PD embedded in teacher change
Modified Schedule
116. Digital Portfolios: Teacher Change in Action
Teacher Buy-in
Open Communication between Teachers
and Administration
Deep, sustained collaboration among Fine
Arts / PE teachers
Tech PD embedded in teacher change
Modified Schedule
117. Digital Portfolios: Teacher Change in Action
Teacher Buy-in
Open Communication between Teachers
and Administration
Deep, sustained collaboration among Fine
Arts / PE teachers
Tech PD embedded in teacher change
Modified Schedule