This year, our team made the decision to host one workshop day for every teacher in our school division in order to look at student data. In our most creative moment (enter sarcasm), we called these days Data Days. As I type this introduction, I can almost hear the gasps – PD for everyone? Where every teacher listens to the same thing? More sit and git (or whatever else we call terrible PD these days)? And about data…the dreaded data that hinders real student learning? Well, I know we worked pretty hard to make sure our Data Days were responsive, constructive, applicable and personal. And, while each teacher who has attended will have all sorts of perspectives on our success, I can only offer my perspective and thoughts (based on reflection, feedback, follow up emails and conversations) about why I feel this has been an incredible journey despite the “whole group” beginnings and my own personal anxieties about doing this with any success.
First of all, the planning team consisted of three coordinators – our Early Learning Coordinator, our Continuous Improvement Coordinator and me (Coordinator of Curriculum, Instruction and Assessment). We later added one Superintendent, who shares provincial and divisional data at the beginning of each Data Day. We rounded out the facilitation team with the addition of one learning coordinator at each day as well as one IT support person to ensure we could access our data electronically. Finally, and on a very positive note, our Director and all three Superintendents of Schools have ended up attending days here and there and have immersed themselves in working groups, co-constructing with teachers. While this could have been intimidating for teachers and boring for these leaders, it has turned out to be incredibly positive for shared understanding and relationship-building as well as very supportive to the Early Learning Coordinator and me, who have facilitated each day.
Our team planned and re planned; constructed and deconstructed; researched and reflected for well over a year on how these days would look. We settled on the Pre-K to grade six teachers attending with their grade level cohort group (these groups have spent five years together, working on curriculum, planning, assessment and responsive instruction). Those eight days were held before Christmas and they involved extra reading, observational and environmental data sets acquired from some division-wide assessments we do. In January, we hosted a day with K-6 teachers who do not teach ELA (and likely don’t have a Homeroom). We have since followed up with four days with grades 7-12 teachers, with the last three of their days happening next week. In other words, sixteen days in total when we are done (and from a teacher or administrator’s perspective, one day each). When I consider the learning, discussion and questioning that has occurred as a result, I don’t even know where to start! These days have certainly achieved the goal of acting as a catalyst for further discussion and, for me, have given me so much to be excited about for our students.
In documenting the set up of our Data Days, I should explain the PD journey our Division has travelled since we became a larger school division, amalgamated from several smaller divisions eight years ago. This is important because we could not have had these days work the way they did without the previous ground work. So, some highlights:
We have spent time on PLC development, including developing strong Mission, Vision and Values in each school and as a Division (based on the work on the DuFours).
We worked together to examine renewed curricula with a UbD lens (see Wiggins, McTighe and Ainsworth), unpacking each and every curricular outcome, creating strong Essential Questions and thinking about what student needed to know, do and understand.
We spent years exploring assessment, resulting in an Assessment and Evaluation Handbook (based on the work of many authors, including O’Connor, Wormeli, Cooper, Marzano, etc.). We also created a rubric for every curricular outcome, adopting a consistent four level continuum in every subject at every grade level. We then created possible assessment events for both formative and summative purposes. We also developed our own divisional grade book and new report cards for all grades. We moved to reporting documentation in Pre-K and K, alpha codes in 1-8 and percentages in 9-12 (but still based on outcome-based learning and assessing as well as rubric use for creating responsive instruction and offering timely and specific feedback.)
We created a division website called Curriculum Corner ( http://curriculum.nesd.ca/) where we house all the above work. We share this work with the world as a show of solidarity in our global desire to support learning.
We have spent years exploring differentiated instruction, including embedding DI Facilitators in every school. Our work was based on authors such as Tomlinson, Silver and Hume, among many others. We have since shifted to co-teaching in all schools this year, with workshop days held to support this work.
We have spent three years developing our RtI approaches, forming response teams in every school. We have adopted PBIS as an pro-active approach to behaviour and learning and each school has developed their own Behaviour Matrix. We have also purchased and modified a data tracking system for RtI purposes.
We have worked with early learning educators on creating and nurturing play-based environments, documentation of learning, invitations to learn, etc., focusing on the work of Reggio Emilia.
We have worked with all teachers in grades 1-6 on readin; in particular, administering and responding to the Reading Assessment District and Diagnostic Levelled Reading. We have talked a great deal about learning strategies and metacognition in our many days together as cohort groups.
We have offered optional PD within our division from well-known presenters like Deb Silver, Rick Wormeli, Damien Cooper, Karen Hume, Tom Schimmer, etc. We have also held our own workshops on topics like: Inquiry, Daily 5 and Guided Reading, Creating Responsive Environments, Learning Strategies, Core French, Arts Education, Health Education, FNMI Art and Math, Physical Education, Leadership, Google Ecosystem, I Pads, Digital Storytelling, Digital Citizenship, Anxiety in Students, etc.
Without all this work, we could not have had the conversations we did when we met in groups at our Data Days this year. In my next posts, I will attempt to explain the format of the Data Days, the data sets we were examining, how we tried to make the days personal and constructivist, how we ensured the work was relevant to what teachers would be doing in their classes the very next day, the challenges in our approach and, most importantly, the fantastic learning that resulted for me and those around me.