From evidence to practice in Ontario: strategies, results and challenges

From evidence to practice in Ontario: strategies, results and challenges Dr. Carol Campbell, Ontario Institute for Studies in Education, University of Toronto E-mail: Carol.Campbell@utoronto.ca Twitter: @CarolCampbell4

Combination of Strategies Whole system educational improvement Professional capacity building focused on leadership and pedagogy Student achievement, equity & wellbeing Research & evaluation strategy for evidenceinformed education

Literacy and Numeracy Strategy Student Success/Learning to 18 Strategy Extensive Supporting Strategies WHOLE SYSTEM EDUCATIONAL IMPROVEMENT

System Supports & Enablers for Educational Improvement Leadership & Professional Capital Teaching & Learning: Pedagogy, Curriculum & Assessment Equity & Educational Excellence Well-being and human development

Features of Whole System Improvement (Campbell, 2015) 1. A central focus on improving teaching and learning including supporting conditions such as leadership development, attention to equity, curriculum and assessments; 2. A small number of ambitious but relevant and realistic goals, widely communicated, understood and acted on; 3. Effective allocation of resources aligned to the priority goals and strategies; 4. A sustained focus on key goals and linked priority strategies while managing potential distractions from the main reform agenda;

5. A guiding coalition of key senior leaders plus engagement and development of leaders and leadership throughout the education system; 6. High standards and expectations for all students and schools to achieve combined with use of data to identify current performance, monitor improvements and target where further improvement is required; 7. A combination of valuing and being transparent about existing professional practice while also holding high expectations for further improvements in professional practice and student learning;

8. An emphasis on, and support for, respecting, valuing and developing professional capacity (individual and collective) through a system of recruitment, training, development, recognition, working conditions, and career progression for educators; 9. A commitment to continuous improvement and use of evidence to identify and spread effective practices and to innovate next practices; 10.Strong attention to implementation processes to deliver the strategies and improvements in practices and outcomes.

Ontario s Theory of Action Focus: identification of key priorities for improvement Tri-Level Reform: system-wide coherence and alignment Support and Positive Pressure: capacity building with a focus on results Shared Leadership: respect for professional knowledge and practice Professional Accountability: results without rancor or ranking

Achieving Excellence Ensuring Equity Promoting Well-Being Enhancing Public Confidence

Introduction of full-day kindergarten and early learning; Focus in elementary strategy on transforming professional capacity to improve classroom teaching and learning for literacy and numeracy; Focus in secondary strategy on transforming programs, pathways and support for students to succeed in high school, transition to post-secondary education and career

K-12 focus on: Whole system supports for all schools combined with intervention partnerships with schools at different performance levels Targeted supports and interventions for students and schools that are struggling to improve Support for professional collaboration, teams and collective capacity within schools and districts with focus on evidence about student learning Range of professional learning, development and resources for specific education priority areas, plus teacher quality and leadership Facilitation of networks to share and support improved practices across schools and districts Development of culture, value and practice of using research, evaluation and data to inform, monitor and adapt strategies and practices Substantial resources and infrastructure for system capacity Creating an enabling policy environment and partnerships with the profession, stakeholders and public

Phases of the Ontario Literacy and Numeracy Secretariat Creation of the LNS Phase 1 Building Consensus Reaffirming our purpose and conveying the sense of urgency Phase 2 Building Capacity Providing leadership development and increasing instructional effectiveness Phase 3 Sharpen ing our Focus Providing leadership development and increasing instructional effectiveness with targeted interventions for schools and students Phase 4 Intensifying our Collective Efforts Deepening instructional effectiveness and pedagogy and focusing on professional accountability and networks Phase 5 Consolida ting for Deeper Implemen tation Personalization, instructional precision and collaborative learning through networks Phase 6 Aligning Our Work Deep Implementation of effective teaching and learning practice and engagement at all levels with a focus on the classroom 13 Capacity building for continuous improvement

Unlocking Potential for Learning (Campbell & Fullan, 2006) http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/unlocking_feb01.html 14

K 12 School Effectiveness Framework 15

Applying Evidence & Expertise for Improvement Teaching-Learning Critical Pathway. Gathering Evidence Area of Greatest Need Current Practice Rubric, Data Wall, Culminating Task Professional Learning Community Action Moderated Marking Share Findings, Communication

Reducing Gaps in Achievement: Ontario Elementary School Performance (Source: LNS Analyses of EQAO Results, 2012-13; Campbell, 2014).

Performance gaps for English Language Learner students compared to all students 35 30 25 20 15 2002-03 ELL Performance Gap 2012-13 ELL Performance Gap 10 5 0 Grade 3 Reading Grade 3 Writing Grade 3 Math Grade 6 Reading Grade 6 Writing Grade 6 Math

Elementary Outcomes: Achievement Results Over 150,000 more students at provincial standard 4 key levers for elementary reform: 1. Improving classroom teaching and learning 2. Improving school effectiveness 3. Leadership capacity building 4. Research and evaluation 20

Secondary Outcomes: Achievement Results 6 key levers for secondary reform: 1. Leadership infrastructure 2. Engaging and relevant programming 3. Effective instruction 4. Focused Interventions for students at risk of not graduating 5. Legislation and policy development 6. Research, monitoring and evaluation 21

Gains in EQAO results: 2002-03 to 2012-13 EQAO Results Improvements in results for Englishlanguage students Grade 3 Reading + 20 percentage points Grade 3 Writing + 23 percentage points Grade 3 Math + 10 percentage points Grade 6 Reading + 23 percentage points Grade 6 Writing + 23 percentage points Grade 6 Math -1 percentage point

Initiative (2012-13) Spread of initiative Professional Learning Student Learning Collaborative Inquiry for Learning Mathematics From 47 to 1402 schools Small & Northern Boards From 432 to 632 schools Early Primary Collaborative Inquiry Student Work Study Teachers Summer Learning Programs School Effectiveness Framework Leading Student Achievement Tutoring From K-1 to K-2; 455 schools From 50 to 140 SWS teachers From 55 to 171 classes From 722 to 1419 schools From 22 DSBs to 53 DSBs 1418 schools (OFIP); 1150 (TITC) Self-efficacy, instructional practices Confidence, not yet content knowledge & pedagogy Understanding student learning, teaching practices Confidence, instructional knowledge, teaching practices Understanding students needs, teaching practices Mixed impact on selfassessment & improvement planning Instructional leadership, professional learning communities External tutors Attitudes & behaviors, achievement mixed Mixed/negative Student engagement, transitions Confidence, learning behaviours, engagement, achievement Academic & social skills, well-being, confidence. Minimized learning loss. District Reviews can contribute to focused action Engagement Engagement, confidence, attitudes, achievement LNS Resources 3 million + online; 1 Accessing resources Not yet evaluated

Purpose: The Ontario Ministry of Education is committed to developing and implementing policies, programs, and practices that are evidence-based, research-informed, and connected to provincial education goals. RESEARCH AND EVALUATION STRATEGY

(269 activities, 32 countries) 4% of activities 67% of activities 10% of activities 19% of activities Adapted from Gough et al. (2011) Evidence Informed Policy Making in Education in Europe.

Research Literacy Capacity Access Act on Building capacity to use research for educational leadership and policy Understand Share

An Evidence-Informed Education System System Leadership, Strategy & Actions Organizational Routines, Roles & Practices Individual & Collective Capacity 29

Knowledge Network For Applied Education Research-Reseau d échange des connaissances pour la recherche appliquée en éducation (KNAER-RECRAE) Ontario Ministry of Education, University of Toronto, and Western University

www.knaer-recrae.ca

Facilitate and support knowledge mobilization (KMb) in the Ontario education system; Purpose of the KNAER- RECRAE Extend and build knowledge mobilization networks and partnerships that facilitate knowledge mobilization; Build, advance and apply robust evidence of effective practice in priority areas.

Priority Themes Teaching & Learning Equity Engagement Transitions

Proposal Areas Research Use Research Development Research Dissemination Building on Research Expertise Making use of available research more effectively Building or extending networks for further research in priority areas Strengthening research brokering Visits by world leading researchers

Over 1000 Outputs and Activities AWARENESS EVENTS BLOGS CONFERENCES DVDS FOCUS GROUPS LITERATURE REVIEWS SOCIAL MEDIA

Output Examples Changing Perspectives Bullying Lesson Parent Involvement Toolkit Growth Mission Vision Next steps

http://oere.oise.utoronto.ca/ Summarizing Research Knowledge

Tweeting 11,000 views 12,300 tweets 2,100 global followers 8.5 tweets per day 1,572 retweets 2,249 favorites 4,901 mentions 288 replies 750 links 695 retweets by KNAER Growth Mission Vision Next steps

Lessons Learned From KNAER-RECRAE The KNAER-RECRAE was a trailblazing initiative. It was the first known large scale effort to specifically fund knowledge mobilization activities in the Ontario education sector. (McGuire, Zorzi, & Frank, 2014, p. 9).

Networks on a continuum

Structures in Place Network goals/objectives are similar to current government Key people and organizations as members Formal roles within networks Formal communication structures Growth Mission Vision Next steps

Activities of Successful Networks Interactive communication processes Strategic planning Motivating and incentivizing Creating opportunities to collaborate & share knowledge mobilization products Growth Mission Vision Next steps

Lessons from the KNAER- RECRAE projects and outputs Importance of strategic knowledge mobilization plan Need for clarity of purpose and focus on priority goals Consider target audience early on Consider how target audience likes to be communicated with, how they find information and how to engage with them Build partnerships from the start Develop actionable products Utilize and extend networks Facilitate collaboration, events and professional learning opportunities Assess impact from an early stage

KNAER-RECRAE Moving Forward (2015-2020)

Mission KNAER aims to develop applied education research networks, knowledge mobilization and research use capacity, and evidenceinformed education practices to support the renewed priorities of Achieving Excellence. Growth Mission Vision Next steps

Next Steps Growth Mission Vision Next steps

Vision for Thematic Networks Thematic networks can be existing networks, organizations or partnerships that demonstrate the capacity to bring together key provincial stakeholders to mobilize bodies of knowledge. For each network, a priority theme will be identified with outcomes to inform improved educational practice. Growth Mission Vision Next steps

Communities of Practice educators and researchers collaborating on shared priority to inform coconstruction, colearning, and use of evidence to inform educational practices Growth Mission Vision Next steps

Instructional Leadership Pedagogy, Curriculum and Assessment Student Engagement and Equity PROFESSIONAL CAPACITY BUILDING FOR EVIDENCE-INFORMED EDUCATIONAL IMPROVEMENT

Features of Effective Professional Learning for Teachers (Campbell, 2015) A focus on improving student outcomes is vital. The quality of content of professional learning is important (combining theory, evidence and practice). The learning activities and processes involved are critical. Professional learning that is personalized and practical is required. Consideration of sustainability needs to be integrated from the outset.

Teacher Learning and Leadership Program 1. To support experienced teachers who undertake self-directed advanced professional development related to improved student learning and development. 2. To help classroom teachers develop leadership skills for sharing learning and exemplary practices on a board-wide and/or provincial basis. 3. To facilitate knowledge exchange for the spread and sustainability of effective and innovative practices.

Provincial TLLP Committee decides which proposals to approve. Issues contract & budget District TLLP Committee selects up to 2 proposals Individual teacher or teacher-led group submit TLLP proposal to district TLLP Process Successful TLLP applicants attend Leadership Skills for Classroom Teachers Training Conduct TLLP project & participate in online TLLP community TLLP Final Report Teacher learning, leadership & knowledge exchange Provincial Knowledge Exchange for Districts and TLLPs TLLP Teacher Leaders attend Sharing the Learning Summit A Collaboration Between the Ontario Ministry of Education, the Ontario Teachers Federation and Teachers

Teacher Learning and Leadership Program (TLLP) Campbell, Lieberman & Yashkina (2013) Campbell, Lieberman & Yashkina with Carrier, Malik & Sohn(2014) Campbell, Lieberman & Yashkina with Hauseman & Rodway (2015) http://www.otffeo.on.ca/en/learning/teacher-learning-andleadership-program/

TLLP Research: 2013-2018 What are the impacts of TLLP projects for: Teachers professional learning; knowledge, skills and practices; leadership skills and experiences? Other adults affected by the TLLP projects? Student engagement and learning? How is learning being shared beyond the TLLP project team? What longer-term impacts of participating in TLLP projects can be identified?

TLLP Research: 2013-2018 Continue analysis of TLLP cohort data for approved projects and for Final Reports (Cohort 5 onwards) TLLP Leadership Skills for Classroom Teachers and Sharing the Learning Summit Survey of TLLP Projects Ministry Survey Provincial Knowledge Exchange: Monitoring Sharing of Knowledge and Practices Vignettes Case Studies: PKE Projects NING and Social Networking Analysis Provincial TLLP interviews

TLLP Project Themes Differentiated Instruction Theme Cohort 1 Cohort 2 Cohort 3 Cohort 4 Cohort 5 Cohort 6 Total 26 17 34 33 42 38 190 Technology 22 19 29 23 37 41 171 Literacy 38 22 21 15 26 26 148 Professional Learning Community 27 25 20 16 23 22 133 Student Assessment 18 14 20 13 14 19 98 Math literacy 11 15 11 14 19 17 87 Student with Special Needs 10 9 9 7 13 13 61 Transition years 5 6 13 10 10 7 51 Media literacy 4 5 2 5 10 5 31 French 3 7 5 2 8 3 28 Arts 1 5 6 6 5 3 26 Gender-Based Learning 4 5 5 7 2 2 25

Goal 1: Professional Learning

What activities/strategies did you/your TLLP team engage in to improve your knowledge/skills/practice? # % Teacher collaborative learning group 167 68.7% Professional dialogue 164 67.5% Self-reflection 155 63.8% Analysis of student data/work 141 58.0% Literature/research review 138 56.8% Planning 131 53.9% Action research 118 48.6% Workshops/courses 113 46.5% Networking (including online) 102 42.0% Co-teaching 95 39.1% Conferences/seminars 83 34.2% Working with a specialist/expert 68 28.0% Working with the community/service organizations 19 7.8% Other 16 6.6%

How did your learning and practice improve as a result of your engagement in the TLLP project? # % New knowledge/improved understanding 189 77.8% Improved instructional practice 182 74.9% Improved communication/collaboration between teachers 177 72.8% Greater energy/inspiration 140 57.6% Increased self-efficacy 132 54.3% Improved technological skills 121 49.8% Improved assessment skills 117 48.1% Improved classroom management skills/practice 79 32.5% Improved research skills 56 23.0% Other 19 7.8%

Goal 2: Teacher Leadership

TLLP Teacher Leaders: Vignettes of Leadership Learning leadership by doing leadership Learning how to organize a project, new behaviours and building relationships Building a new vision and sharing leadership Collaborating Working with peers that push ideas forward Producing knowledge and operationalizing it Going public with teaching practice Creating activities, materials, structures Learning new technology Sharing with others Overcoming leadership challenges The power of leadership learning (Campbell et al., 2014 & 2015)

Effects on Teacher Leadership What kind of effect did your involvement in the TLLP project have on your leadership skills? Improved facilitation and presentation skills 73.7% Improved project management skills 70.4% Improved communication/listening skills 54.3% Improved interpersonal skills/relationship building skills 53.1% Improved trouble-shooting/problem solving skills 47.3% Improved change leadership skills 39.5% Improved conflict resolution skills 23.5% Other 3.7% None 2.9% %

Goal 3: Knowledge Exchange & Sharing Learning What was the level(s) of your knowledge/practice sharing? # % Within own school(s) 188 77.4% Across nearby schools/family of schools 120 49.4% Within local community 38 15.6% Within own school board 156 64.2% Across other school boards 51 21.0% Within province 62 25.5% National/International 25 10.3%

Knowledge Exchange and Sharing Practices Knowledge development: individuals, groups and networks Knowledge exchange: professional learning collaboration plus communication strategies (in person, online and in print) Sharing practices: De-privatization of practice and (co)development of quality content in actionable resources 73% of TLLP projects produce materials for use in classrooms

Challenges Encountered by TLLP Teacher Leaders 1. Time (and workload) 2. Gaining commitment and overcoming resistance from others potentially involved/affected 3. Practical, technological, financial and logistical challenges in project delivery

98% of previous TLLP projects indicate elements of sustainability What aspects of your TLLP project # % sustained after the end of the TLLP funding? Implementing the 198 81.5% learning/strategies/tools Learning 182 74.9% Collaborating with colleagues to 170 70.0% develop and/or improve teaching practices Sharing the learning/strategies/tools 160 65.8%

http://mentoringmoments.ning.com/

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Signs of success From evidence to practice in Ontario: strategies, results and challenges 71

Combination of Strategies Whole system educational improvement Professional capacity building focused on leadership and pedagogy Student achievement, equity & wellbeing Research & evaluation strategy for evidenceinformed education

Carol.Campbell@utoronto.ca @CarolCampbell4