Implementation of the Learning Cycle Everyone is responsible for the Implementation of Learning Cycle

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1 Implementation of the Learning Cycle Everyone is responsible for the Implementation of Learning Cycle We are committed to continue Systemic Improvement. Systemic means it is everyone s responsibility to implement the Learning Cycle. We are using the Learning Cycle to identify, document and monitor what works best for students in every classroom in every school. We have set high expectations and definite timelines for implementation of the learning Cycle. As a result curriculum, instruction, assessment, professional development, and evidence of student successes are aligned to the reflective process of the Learning Cycle. Below is a summary of the work we will be doing this school year. Please take a moment and ask a teacher How are you inspiring and engaging today s learners, your children. What is a Learning Cycle? The WRPS Learning Cycle is a working model or process that teachers follow. It helps them provide a quality education in context with learning ensuring success for all students. Teachers are applying effective teaching research, through thoughtful and deliberate planning. The Learning Cycle outlines four Key Elements that teachers use to plan for student learning, 1. Outcomes are goals set by the province. They describe skills and knowledge a student is expected to have at the end of a particular lesson, unit, or grade. Student learning improves when the student clearly understands what they need to know and can do. We are inviting parents to ask this question; How can I tell if my child knows what the learner outcomes are at the beginning of each lesson? 2. Practices knowing the outcomes, teachers choose how they ll teach each concept. In WRPS, teachers are encouraged and supported in using practices that have been proven effective. The more students are engaged in their lessons, the more they will learn and understand what they need to know and be able to do. We are inviting parents to ask this question; What can I do to help you engage my child in his/her school work? 3. Assessment while using proven teaching practices, teachers also find methods of assessment to help them understand how students are doing, such as observations of student work in class, homework assignments, group projects, student comments, and tests. Based on this knowledge, teachers adapt their teaching to address areas that might be challenging for individual students. Practice helps students learn, and not all assignments need to be given a mark to be considered important. We are inviting parents to ask this question; What assignments were used to help my child understand what he/she needs to know and do? 4. Evaluation having adapted their teaching to the needs of individuals, teachers find students are more prepared to face a final exam or project. Evaluations are based on the outcomes set by the province. When teachers know that students understand the outcome a final assessment is given for grades. We are inviting parents to ask this question; How will I know what assessments are practice and what assessments are for grades?

2 What are we doing this year? Systemic Teacher Professional Development (Mandatory and set by the System: Director of Instruction) Date September 2, 2011 This is the Learning Cycle Content Phase Centered on Student Learning. Our goal: To improve student engagement, learning, and performance. By implementing assessment strategies to inform instruction and instill student self-responsibility. By applying the right instructional strategies to actively involve students in the mastery of their learning. Focus Celebrating Learning Site/School Teacher Professional Development (Mandatory and set by the site administrator) Dates: March 19, 2012, 2011 and May 18, This is the Learning Cycle Context Phase Integrated with School Improvement. Principals have committed and are responsible for: follow-up, implementation, monitoring and ensuring the provision of individual support of teachers. Develop school improvement and professional development plans in consultation with teachers, and submitted to Central Office. Instructional Leadership Cohesiveness and Assurance. Instructional Leaders need to be very knowledgeable about specific factors that contribute to student achievement, shortfalls, and successes such as instructional strategies, assessment practices, descriptive feedback techniques, checking for understanding, or delivery of learner outcomes and pacing, and connect these factors to student achievement. We need to periodically pause and inquire as to what is working and what is not. To maximize our efforts, we need to regularly collect and collectively monitor causal data. Ideally, we should collectively monitor as frequently as once a month: however at least 4 8 times per year. Individuals/Collaborative Teacher Improvement (Mandatory and set by the teachers through their improvement goal/growth plan) Dates: October 28, 2011, December 2, 2011, February 17, 2012 and April 27, 2012 This is the Learning Cycle Design Phase The Active, Sustained Learning by all Teachers. Teachers will commit to identify, document and implement an improvement goal(s) by the end of September What is a Learning Cycle Improvement Goal? In WRPS we are all committed to our student s successes. As professional educators we are responsible for our personal and pedagogical growth. We believe we are responsible for the design and the embedding of research-based strategies into our day to day practice. This is accomplished when we continually reflect on our classroom practice through the Learning Cycle reflective process. If we follow this process we will get better at identifying areas of need and document these in a plan called a Learning Cycle Improvement Goal.

3 How did teachers work through the Learning Cycle Elements to identify your Learning Cycle Improvement Goal(s), measure and report on their goals. 1. Teachers analyzed student formative and /or summative assessments from the previous school year and identified an outcome or clustered key outcomes (i.e. PAT/DIP Blue Print Data) where students have not been successful or as successful as you would have liked. 2. Using the Learning Cycle s 4 Key elements teachers analyzed their teaching as follows; Outcomes: Ask yourself - did I teach all the learner outcomes set out by the Program of Studies? Practice: Ask yourself - did I implement the right instructional strategies to actively involve students in the mastery of their learning? Assessment: Ask yourself - did I ensure my assessment strategies informed my instruction and instill student self-responsibility? And Evaluation/Reporting: Ask yourself did I use the appropriate assessment data to inform students and parents of academic achievement? 3. In order for a teacher to complete the Learning Cycle Improvement Goal they needed to use the Learning Cycle: Improvement goal Planning Template, or something that has the four required components 1. Goal: this comes from the data they analyzed; 2. Strategies: these come from self-reflection of their teaching; 3. Measures: teachers need to identify one for each strategy and 4. Outcomes: teachers need to identify the desired change in student learning. What is it they expect students to acquire when they meet their goal and what evidence will the teacher collect and share with students and parents? 4. Then teachers must meet to collaborate with your administrator(s) to obtain feedback on your analysis, alternatives, action plan and to ensure aspirations are consistently understood and considered. In an action plan they need to identify areas of need that require time, resources, and PD activities to meet your Learning Cycle Improvement Goal. The Board has set aside 4 Design (The Active, Sustained Learning by Teachers) days this year for teachers to meet your goal(s). These are October 28, December 2, 2011 and February 17, and April 27, Ideally, teachers should monitor as frequently as once a month: however we expect them to check at least 4 8 times per year. We all need to ask ourselves, is there an improvement in classroom instruction causing an increase in student engagement, learning, and performance. Teachers need to be prepared to share their work. What are students and teachers saying about the Quality of Education in our schools? We believe the Learning Cycle has allowed teachers to design authentic, multi-faceted and meaningful engaging classrooms that are increasing student ownership and success. Student Engagement Survey We surveyed 1520 students from grade 4 to 12 in June of 2010 and in June 2011 we surveyed 959 students from grade 4 to 9. The purpose of the survey is to obtain information about our students and how they feel about the quality of education they are receiving. The information will be used in an effort to improve the quality of education. Below you we see our two year comparison. Teacher Instructional Design Survey We surveyed 147 teachers in June of 2010 and in June 2011 we surveyed 128 teachers. The purpose of the survey is to obtain information about teacher s instructional design. Each teacher is asked to comment on the four elements of the Learning Cycle. The information will be used in an effort to improve education for students. Below you we see our two year comparison.

4 Data from Student Engagement Survey June 2011 Section: Participation in School Activities I put a lot of energy into my schoolwork 77% 90% In enjoy giving my opinion during class discussions 67% 74% Making my own decisions about what to study helps make my 72% 78% schoolwork worthwhile I rarely daydream in my class(es) 44% 60% In my classes, students help decide what we will do for projects and 47% 66% assignments I frequently ask questions during class 56% 66% I rarely am late for school 73% 80% I always finish my schoolwork on time 69% 74% I respond whenever I am asked questions during class 84% 91% As a student, I have helped to decide what the rules will be for our 30% 46% classroom or our school I frequently have discussions with my teachers about things that 49% 58% I find interesting I do all the homework that I am expected to do 68% 82% Our school s discipline rules are fair to students 58% 76% I frequently do extra schoolwork to find out more about something 27% 40% that interests me I respond whenever I am asked questions during class 85% 91% I do a lot of extra reading for my own benefit 54% 69% My teachers encourage me to set my own goals for what I want to get 67% 76% out of school I rarely miss class without permission 79% 79% Participating in school events (games, dances, play) is a very 64% 78% important part of my life at school I have been a very active member of school clubs and/or sports 44% 50% teams throughout secondary school On an average night during the week, I spend less than 30 minutes 53% 50% doing homework Section: View on Education The most important things that happen to me usually happen at school 41% 55% I think schoolwork is really important 74% 85% My parents/guardians make sure I do my homework before having 66% 79% free time It is really important to me that I gain knowledge and develop skills 78% 90% through my schoolwork I like the way teachers teach in most of my classes 68% 79%

5 I am proud of my school 68% 81% I really enjoy school most of the time 64% 74% All people should get as much education as they can 85% 91% My school gives me access to technology and other equipment 82% 86% that I need to use so I can complete my school work I am constantly challenged in class 63% 64% My schoolwork is helping me prepare for life after I finish school 75% 87% Most of my teachers relate schoolwork to my future life 59% 76% My teachers use a variety of activities in my classes 67% 80% My parents/guardians encourage me to participate in extracurricular 69% 82% activities and events We know at the beginning of each lesson what the Learner Outcomes 72% 78% are and I know that these outcomes is what will be on our quizzes, tests The things I learn in school are useful in my life outside school 66% 82% My parents/guardians always know whether or not I am at school 84% 94% My parents/guardians usually go to parents nights and special 50% 67% school events Section: Views on atmosphere for learning Most of my classes are well organized 76% 87% Most of my teachers go out of their way to help students 70% 84% School spirit is very high in my school 59% 71% I feel that I belong at this school 67% 74% Most of my teachers are interested in me as a person 62% 74% I have made many friends at school 83% 89% My teachers frequently discuss my work with me 59% 75% I often discuss my schoolwork with my parent/guardian 51% 73% Most of my teachers treat me the same as other students 67% 74% Most of my teachers are willing to spend extra time with me 68% 63% Most of my teachers expect me to do my best work 84% 95% Most of my teachers make me feel comfortable in class 73% 78% Study aids at home (e.g., books, encyclopedia, magazine, computer) 67% 75% Help me do better schoolwork I have come to know other students I have met in my school really well 83% 90% I get along with most other students I have met in my school 81% 86% My parents/guardians always are willing to help me with my schoolwork 76% 90% My teachers spend time just talking with me 50% 58% Most of my teachers seem to understand me 64% 74% I often have conversations about major events with my parents/guardians 59% 74% I get alone with most of my teachers 78% 83% I have my own work space at home that is fairly quiet for doing 62% 77% homework and school projects My parents/guardians ensure that I have a healthy diet and enough sleep 73% 85%

6 Section: Views on my schoolwork I am able to understand most of the material covered in my class 77% 86% I know what I need to learn and be able to do at the end of each lesson 76% 90% I feel confident that I will be successful in school 77% 88% I am learning a lot at school 76% 89% I will graduate from high school 83% 91% I am satisfied with me grades 68% 81% I have the opportunity to redo assignments or tests 70% 76% I know my teacher will not accept a 0% from me. He/she makes 67% 86% sure I hand all my work in I know what good work looks like because my teacher shows us 68% 82% examples of student work Data from Teacher Instructional Design Survey June 2011 Section: Outcomes: we are interested in the extent to which you plan My instruction is carefully planned to provide diverse activities and 91% 94% experiences for my students The curriculum learner outcomes are shared and are clearly understood 92% 89% by students, parents and staff Curriculum activities are collaboratively developed to meet our 86% 90% school s goals I work with other teachers to address potential redundancy 82% 88% My lessons are designed to help students understand how a particular 91% 92% topic relates to their relevant prior knowledge I always ensure that my assignments will get student s attention, 94% 92% that the lessons are worth being learned, and that the classroom environment is supportive I use data from formative and summative assessments to plan 94% 94% differentiate, and deliver developmentally appropriate instruction Section: Outcomes: Learning Cycle Implementation Instructional practices in my classroom are modified to be compatible 89% 91% with division goals and priorities My instructional goal(s), content, and student assessment practices 90% 94% are aligned My Learning Cycle Improvement Goal(s) are compatible with school 88% 95% and district goals and priorities I help my students develop a clear understanding of the purposes 91% 94% for instruction I am aware of the locus of control in my classroom activities. I ask 90% 93% myself; who is doing all the talking? Who is doing most of the work?

7 Section: Practice: We are interested in the way you teach I am skilled in the use of a large repertoire of instructional strategies 89% 92% Students are given opportunity to determine their learning activities 82% 87% My instructional strategies enable students to construct their 86% 91% own knowledge I take students interests, needs, and experiences into account when 90% 93% planning learning opportunities I maintain a fairly rapid pace of instruction in my classes 87% 91% My lessons make meaningful linkages between learning opportunities 87% 93% and my students lives and experiences My lessons stress learning skills and applications that connect with the 87% 88% world beyond the classroom I believe that, through my non-verbal language and my tone of voice, 89% 93% I communicate respect and emotional/intellectual safety for all my students I use routines and classroom management skills to ensure an optimal 90% 92% learning environment for my students Time lost to student absenteeism and lateness is minimized 76% 84% I always begin classes promptly 88% 93% I keep transition times to a minimum 88% 93% I manage student behavior in a way that minimizes disruptions 90% 92% during class Section: Practice: To what extent do you use the following strategies? Setting and sharing learner outcomes 85% 90% Providing descriptive feedback 87% 94% Advance questions, cues and organizers 82% 91% Identifying similarities and differences 86% 94% Nonlinguistic representation 85% 88% Summarizing and note taking 80% 77% Generating and testing hypothesis 76% 80% Differentiated assignments 80% 88% Independent study 72% 81% Service learning 46% 55% Use questions that solve problems to new situations 82% 88% Apply acquired knowledge, facts, techniques and rules in a different way 85% 91% Use questions to examine and break information into parts by 82% 88% identifying motives or causes Use questions to compile information together in a different way 76% 85% by combing elements in a new pattern or proposing alternative solutions Use questions to present and defend opinions by making judgments 76% 84% about information, validity of ideas or quality of work based on a set of criteria Engage students through the uses of personal response that has more 85% 90%

8 than one right answer Clearly model expectations students know what success looks like 87% 90% Take care of emotional and/or intellectual safety in your 88% 92% classroom students have freedom to take risks Allow students to learn together learning has a social component 88% 93% Ensure the student has a sense of audience student work is shared 84% 91% Give the students a choice students have meaningful options 82% 85% Expose students to novelty and variety learning experiences are 85% 88% unusual or unexpected Develop your lessons with authenticity connecting to experience 87% 92% or prior learning You utilize tiering strategies to address readiness and learning styles 82% 85% Section: Assessment: We are interested how you assess your students Student time-on-task is consistently high in my classes 87% 92% I repeatedly use rubrics and/or other assessment criteria by which 83% 96% student s work will be judged. I repeatedly use student work as exemplars of what good work 81% 96% looks like I give students a choice on how they will demonstrate their learning 81% 92% I have a process in place allowing students to apply for a redo of a formative or a summative assessment they were not successful at 79% 94% I do not give a student the choice to fail. 0% is not an option in 75% 95% my classes I use student formative data to determine if my students 84% 95% understand the outcome. When students cannot demonstrate success, I reteach using a different strategy. Section: Evaluation and reporting All my reported marks to students and parents are based on student 83% 90% Summative assessment evidence Evaluation and reporting practices meet Administrative Procedure 84% 90% (AP 360 Assessment of Students) expectations I use various data sources such as formative and summative 84% 93% assessments, assignments, class discussions, and performance tasks to report student s progress

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