The document outlines a professional development program for teachers that focuses on collaborative examination of student work and teaching practices in order to improve student learning outcomes, with the goals of making teaching and learning more transparent, and engaging teachers in inquiry-based analysis of their own practices through case studies and reflection.

1. Examining Student
Work
A Collaborative Inquiry into Learning
and Teaching for Deep Understanding
Created by the Calgary Science School
www.calgaryscienceschool.com
neil.s@calgaryscienceschool.com

2. 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

4. •Extension of last year’s PD sharing

5. •Extension of last year’s PD sharing
•Focus on Student Learning

6. •Extension of last year’s PD sharing
•Focus on Student Learning
•Collaborative Knowledge Building
about teaching practice - school goals

7. •Extension of last year’s PD sharing
•Focus on Student Learning
•Collaborative Knowledge Building
about teaching practice - school goals
•Opportunity to slow down - carefully
examine ‘learning’

8. •Extension of last year’s PD sharing
•Focus on Student Learning
•Collaborative Knowledge Building
about teaching practice - school goals
•Opportunity to slow down - carefully
examine ‘learning’
•Make practice public and transparent

9. Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

10. Traditional PD models
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

11. Traditional PD models
purpose is knowledge acquisition
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

12. Traditional PD models
purpose is knowledge acquisition
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

13. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

14. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

15. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
•knowledge is the end goal
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

16. Traditional PD models
purpose is knowledge acquisition
•knowledge is transmitted
•learning is cognitive
•knowledge is the end goal
professional learning is:
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

17. 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: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

18. 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: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

19. 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: Relfective Practice
•individual
for Educators, Osterman and
Kottkamp, 2004

20. 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: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

21. Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

22. Reflective PD models
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

23. Reflective PD models
purpose is: understanding & competence
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

24. Reflective PD models
purpose is: understanding & competence
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

25. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

26. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

27. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
•knowledge is a tool
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

28. Reflective PD models
purpose is: understanding & competence
•knowledge is constructed
•learning is personal and holistic
•knowledge is a tool
professional learning is:
Taken from: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

29. 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: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

30. 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: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004

31. 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: Relfective Practice
•collaborative
for Educators, Osterman and
Kottkamp, 2004

32. 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: Relfective Practice
for Educators, Osterman and
Kottkamp, 2004 •contextual

33. Reflective PD
•honours teacher experiential knowledge
•flexible framework allows for wide variety
of teacher personality/delivery
•teacher becomes “researcher... engaged in a
continual process of self-education.”
•collaborative search for understanding -
versus “delivering someone else’s mail”

35. Constructivism and PD

36. Constructivism and PD
•Learning is an active process requiring
involvement

37. Constructivism and PD
•Learning is an active process requiring
involvement
•Learning must acknowledge and build on
prior experiences and knowledge

38. Constructivism and PD
•Learning is an active process requiring
involvement
•Learning must acknowledge and build on
prior experiences and knowledge
•Learners construct knowledge through
experiences

39. Constructivism and PD
•Learning is an active process requiring
involvement
•Learning must acknowledge and build on
prior experiences and knowledge
•Learners construct knowledge through
experiences
•Learning is more effective when it is
collaborative versus isolated

41. Goals:

42. Goals:
•Improve student learning

43. Goals:
•Improve student learning
•Making teaching and learning “visible”

44. Goals:
•Improve student learning
•Making teaching and learning “visible”
•Collaboratively inquire into teaching
and learning

46. Case Studies - Examples of Reflective Analysis

47. Case Studies - Examples of Reflective Analysis
#1 Jenn and Dan - Grade 7 Historical
Artifact Project
“I’m a Person in History”

48. Case Studies - Examples of Reflective Analysis
#1 Jenn and Dan - Grade 7 Historical
Artifact Project
“I’m a Person in History”
#2 Jon and Garrett - Grade
9 Study of Biofuels

50. Considerations:

51. Considerations:
•reflective practice involves dialogue, discussion
and openness

52. Considerations:
•reflective practice involves dialogue, discussion
and openness
•vulnerable process - high importance on
trust

53. Considerations:
•reflective practice involves dialogue, discussion
and openness
•vulnerable process - high importance on
trust
•professionalism - sharing practice

54. Considerations:
•reflective practice involves dialogue, discussion
and openness
•vulnerable process - high importance on
trust
•professionalism - sharing practice
•into the future - part of CSS culture

55. Process:

56. Process:
•choose project/inquiry (today)

57. Process:
•choose project/inquiry (today)
•gather rubrics/student work (today)

58. Process:
•choose project/inquiry (today)
•gather rubrics/student work (today)
•individually build short presentation (10 mins) -
using guiding questions and Inquiry Rubric (today)

59. Process:
•choose project/inquiry (today)
•gather rubrics/student work (today)
•individually build short presentation (10 mins) -
using guiding questions and Inquiry Rubric (today)
•work in small groups (subject partner and
facilitator) to analyze student work, outcomes
and assessments (Feb 11)

60. Process:
•choose project/inquiry (today)
•gather rubrics/student work (today)
•individually build short presentation (10 mins) -
using guiding questions and Inquiry Rubric (today)
•work in small groups (subject partner and
facilitator) to analyze student work, outcomes
and assessments (Feb 11)
•share findings/realizations with vertical teams
(after retreat)

61. TODAY:
•choose project/inquiry (partners)
•gather rubrics/student work
•individually build short presentation (10 mins) -
using guiding questions and Inquiry Rubric