Saturday, March 2, 2019

Reflections on ICSEI in Vancouver - Ten Years Later

Reflections on ICSEI in Vancouver – Ten Years Later

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On January 4, 2009, in the midst of a record snowfall, delegates from over 50 countries descended on Vancouver to be part of the annual convening of the International Congress of School Effectiveness and Improvement. When we were asked to chair the program with the BCSSA as the organizing committee, we knew that this was a unique opportunity to bring some of the best thinkers in the world of school improvement to BC and to share some of the strong work of BC educators.

The theme for 2009 was New Departures for a Learning World of Equity and Quality riffing on the Diana Krall song Departure Bay. Our gift to each of the speakers was a CD of her newest album at that time. Listening to her music still brings great pleasure and special memories of ICSEI 2009. 

One of the expectations of ICSEI is that international delegates get a chance to experience some local culture. The excursion that Lynne Tomlinson organized to the Hiwus feasthouse at the top of Grouse Mountain was definitely a highlight.  Lynne buckling large numbers of unprepared delegates into snow shoes in the midst of a blizzard and then watching serious academics like Vivianne Robinson and Helen Timperley dancing in the feasthouse are experiences we will never forget. Also memorable were the comments by Swedish educators who toured Strathcona Elementary School in Vancouver.  They said the school was filled with 'burning hearts' – high praise for the passion and dedication of the staff. 

Another of the expectations of ICSEI is that hosting the congress will lead to positive impacts for the host community. From our perspective, ICSEI 2009 did lead to a number of positive impacts for British Columbia. 

The Ministry of Education was an important partner in ICSEI and with the support of then Superintendent of Liaison, Sherri Mohoruk, twenty-five BC educators not only attended the Congress, they also provided a number of sessions focused on the ways in which BC schools are addressing the challenges of equity and quality. David Istance, the lead in the OECD/CERI research study on Innovative Learning Environments(ILE), was part of the group who attended a number of the BC school sessions. He was impressed by the caliber of educators he met and by the ways in which inquiry networks were supporting innovative practices. Shortly afterwards, David invited us to attend a meeting of the group involved in the ILE study and that was the start of BC’s involvement culminating with the publication of The OECD Handbook for Innovative Learning Environments in 2017. 

Through this connection a number of BC colleagues became involved in the ILE work from submitting case studies to attending international gatherings of the ILE countries. Through their involvement in ICSEI and the ILE study, BC educators are creating new connections with colleagues around the world. From presentations at ICSEI in Cyprus, Malmo, Singapore, Malaysia, Ottawa and Stavanger, BC educators are becoming a strong presence in the international educational community. Through the connections with the ILE work, there is now a large group of schools in Barcelona using the spiral of inquiry to change the experiences of learners in Catalonia. 

We haven’t always had a strong culture of study tours in BC. This has changed. Over the past ten years BC has hosted study tours for educators and researchers from Australia, New Zealand, England, Sweden, Barcelona, Switzerland, Germany, the US and the Netherlands. With the support of the BC Principals and Vice Principals Association, school leaders from BC are participating in the LEAP exchange program.  BC educators – and a high school student  - have taken centre stage for the past two years at the NOII NSW and Queensland  annual symposia. 

ICSEI 2009 also sparked debate and then action in BC connected to innovation and curriculum. The flames of possibility that were kindled by the provocation of keynote speakers and the relationships that were formed subsequently influenced the substantive provincial  curriculum redesign

ICSEI 2009 started in a snow storm, created some very special memories, opened up many opportunities, sparked new thinking and action – and helped propel us towards a learning world of quality and equity. The journey is far from over. See you in Marrakesh and Auckland. 



Judy Halbert and Linda Kaser
Co-Chairs ICSEI 2009

Monday, January 14, 2019

Reflections on the Spiral of Inquiry from Hudiksvall Sweden


Linda with Bjorn Gundstrom
Comments at the end of the day










A couple of years ago Lillemor Renhberg from Uppsala University brought a group of researchers to BC and through their visits to schools they learned about the Spiral of Inquiry. This opened up a new network of connections and now the start of NOIIE Sweden.
Earlier this month, Linda and I had the chance over two days to introduce 500 Swedish educators to the Spiral of Inquiry in Hudiksvall, Sweden. We loved the group, the town (especially the white candle lights everywhere) and the connections. We also learned that some English acronyms don't translate perfectly into Swedish. To our great amusement we learned that in Sweden, B.C. is understood as Before Christ, not British Columbia! Nevertheless, the concept of the spiral seems to make sense wherever we go. 
One of the educators in Hudiksvall was Ingela Netz. Ingela is not only a passionate principal, she is also an active blogger and twitter user. After the session she wrote a post on her blog and with huge thanks to Mia Moutray from Nechako Lakes School District we share Ingela's observations here:

Swedish article published on January 9 2019 by Ingela Netz
Translated to English by Mia Moutray


The Adventure: The Spiral of Inquiry

This thing with conferences, workshops and professional development for school staff is not easy. What is actually needed in order for a one- or two-day conference will guarantee to return more than acknowledgement, inspiration or provocation in that particular moment? How many times have we all left these thinking that “I’ll do that” but then never get around to it.  
The whole point with professional development is that it should generate new, broader or deeper learning which, in turn, leads to positive effects of the core element: our learners’ learning. It, in turn, demands just not inspiration to want a change but also time to reflect about where one is situated in the knowing and understanding, what of one’s understanding needs to be revised as well as reflect on the insight of the importance to gather courage to not just talkdifferently but also dodifferently. One also needs time to think about how to prioritize differently as well as remove hinders that are obstacles of the new or different.
There is also an aspect of “copy and paste” which can make one of the most inspiring methods or ways of working (you know when you leave a conference or workshop feeling how you RIGHT NOW want to implement exactly the same thing in your own learning environment) completely bomb after some poor attempts to copy that strategy or technique in your own setting. 
“Inquiry is not an initiative. Inquiry is what great teams do.”
There is no quick fix for school development. There are no right or wrong, nor simple, answers to what educators should do in a particular situation. The simple reason is that every situation is unique. They may seem the same on the surface, but they all evolve in different contexts, with different teachers, with different students, in different learning environments, at different times of the day, with different frameworks, possibilities and solutions. Therefore, it is in that unique context where the answers should be explored and researched, by those who live that context right now. 
So why am I on fire from have been to yet another day long conference?
The reason is that Judy Halbert and Linda Kaser have been giving trust and energy to educators, principals, superintendents, and politicians in Hudiksvall (and area). A humble yet determined encouragement to take action to put roles and positions aside and instead all together dig in and explore their own practice with curiousity and honest exploration. Their own practice is the one that is focused on student learning. Where learning happens. It is therefore a hidden call to action to the players in the upper part of the hierarchy to let go of control  and to let educators, the ones that interact and work with students daily, gather information, choose focus, reflect on their impact, ask students, explore new ways of working together, try these new ways and then evaluate what happened. 
Not all at the same time and definitely not the same way.
Small, thoughtful whirls of research and inquiry spread like rings on the water, make new rings and eventually create movement that actually make changes on a deeper level. 
This is what Judy Halbert and Linda Kaser give as well: A steadfast academic base. Deep and wide research in close collaboration with Helen Timperley for several years. One cannot just ignore this kind of thing. Instead, we need to lean on this and feel a deep, warm affirmation that those seemingly small interactions where we speak to and about our learners, how we genuinely believe in their capabilities, and how we let them support our learning through their reflections and experiences of the learning environment, are neither small nor pointless. They in fact determine our direction and the decisions we make on all levels in our education system. 
So, a one day conference is a beginning. Little whirls of inquiry are next. A wave of learning environments and networking will follow. The adventure has just begun.  
 
Linda and Judy with Bitte Astrom and Lillemor Renhberg
Lillemor Renhberg introducing the session in  Hudiksvall. 

Thursday, December 20, 2018

Network News & Season's Greetings

Season's Greetings! 

As we close out 2018 we wanted to give you an update on the great things that are happening with the networks. We hope you find it as interesting to read as we did to write! Having the time to reflect on the good work that is underway in so many places feels like a very good way to head into the holidays and into the New Year. 

NOIIE Newsletter December 2018

On behalf of the Networks of Inquiry and Indigenous Education, with every best wish, enjoy the holidays and see you again in 2019!


Saturday, June 30, 2018

Key questions really matter

Listening to Learners: The Starting Point for Real Change

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This post is by Judy Halbert and Linda Kaser, who are co-leaders of Networks of Inquiry and Innovationand the Aboriginal Enhancement Schools Network
Last month in Vancouver, at the annual symposium of the BC Networks of Inquiry and InnovationJordan, a Grade 10 student from a mid-sized secondary school presented an Ignite talkto the 350 educators in the room. Jordan showed the bentwood box she had built in a combined English and Fine Arts class. A beautiful design was etched into the top of the box and poetry circled it. Jordan explained the symbolism of the objects carefully placed in the box - a piece of cactus representing resilience, a vial of water from the lake reflecting openness to learning and a piece of sage symbolizing forgiveness and cleansing. She read an excerpt from the letter in the box that she was giving to a local Elder. And, she thanked the school for providing her the opportunity to learn about the local Indigenous culture, to learn from and with Elders, to read widely, to learn on the land and to create a gift of personal significance. Jordan ended by acknowledging the teachers who created the conditions for learning to flourish. There were few dry eyes at the end of this talk and the audience rose as one to provide a prolonged standing ovation.
What were the conditions that led to this school creating the conditions for the kind of learning that Jordan is experiencing? What distinguishes the BC Networks of Inquiry and innovation from other forms of school networks? How does a shared framework across schools help to keep the focus on deeper learning?
For the past eighteen years, we have been supporting a network of 600 schools within the province of British Columbia that has expanded to include schools in the Yukon Territory, England, New South Wales, Queensland, New Zealand, Barcelona and Sweden. Educators in these diverse systems are voluntarily coming together in pursuit of three common goals: every learner crossing the stage with dignity, purpose and options; everylearner leaving our settings more curious than when they arrive; and, every learner gaining an understanding of and a respect for Indigenous knowledge and culture. In addition to supporting these networks, we have also been involved in developing and teaching graduateprogramswith a focus on developing the kinds of mindsets and skills required to meet the dual goals of high equity and high quality.
Central to our work with schools in the Network is a disciplined and evidence-informed framework for professional inquiry, developed in collaboration with Helen Timperley from the University of Auckland. The Spiral of Inquiryinvolves six key stages of scanning, focusing, developing a hunch, engaging in new professional learning, taking new professional action, checking that a big enough difference has been made and then re-engaging to consider what is next. Like other action research processes, this process asks teachers to engage in a cycle of action and reflection, but what is particularly distinctive about our process has been its focus on understanding the perspectives of students--and then using this knowledge to design more powerful learning experiences.
Spirals of inquiry.jpg
Although the stages in the spiral overlap, paying attention to each aspect is critical in achieving the greatest benefit for all learners. At every stage, inquiry teams ask themselves three important questions: 'What's going on for our learners?' 'How do we know?'and 'Why does this matter?'
The first two questions prompt educators to check constantly that learners are at the heart of what they do and that all decisions are based on thoughtful evidence from direct observations as well as formal evidence sources. The third question helps to ground teams in the importance of the direction they are pursuing.
An additional foundation for the inquiry learning networks consists of four key questions that are drawn from research on social emotional learning and self-regulation. School teams use these four questions with their learners as key parts of the scanning and checking phases of the spiral of inquiry:
  • Can you name two people in this school who believe that you will be a success in life? How do they let you know?
  • What are you learning? Why is it important? How does this learning connect to your life outside of school?
  • How are you doing with your learning? 
  • What are your next steps?
These questions may seem deceptively simple. When used as a regular routine, however, educators have found that they have a profound effect on shifting learning practices to increase learner sense of belonging and ownership. The first question quickly helps educators identify learners who do not feel connected to adults within the school - and propels them to immediate action. The next three questions help move educator thinking from a preoccupation with content coverage to a focus on what learners are actually experiencing and the extent to which they are developing agency and depth.
So, how is this focus on networked inquiry leading to deeper learning for young people like Jordan? When the staff at Jordan's school asked the questions, many students reported that although they were doing relatively well, they didn't see the relevance of what they were learning. They could say what they were doing but struggled to say why it was important. They didn't know how what they were learning in school was connected to life outside of school. They had limited connections to their community and to the land. A number of young people were unable to name two adults who believed in them. These responses from their learners moved the staff to informed and committed action designed to deepen engagement.
By systematically engaging in professional inquiry, educators are gaining confidence in listening to their learners, in reflecting on their current practices, in exploring ways to develop deeper learning and then moving to action. By using evidence about learning that values collective professional judgment, teachers are becoming more curious about the experiences of their learners. By participating in an international inquiry network, school teams are expanding their conceptions of what is possible.

Sunday, April 22, 2018

Inquiry & Innovation Summer Institute

JULY 5-6, 2018 UBC CAMPUS
Please join us for a two-day intensive working session for teachers, principals, Aboriginal cultural workers, district leaders and others interested in making inquiry-informed and innovative practices a way of life in your school and district settings.
Instructors: Dr. Linda Kaser and Dr. Judy Halbert
Please see the poster and share with your colleagues!  

Sunday, December 17, 2017

2018 NOII Symposium - May 11 - 12

We’re gearing up for the 2018 Symposium on May 11 – 12th, 2018 at the Westin Wall Centre, 3099 Corvette Way, Richmond, BC. Please join us another event showcasing presentations from leading local and global educators, practical school-based sessions, flash chats, ignites and lots of time for networking.

REGISTRATION

The cost for the 2018 Symposium is $350 (including gst). We do not offer 1 day rates. Please register online here.

Please share the Symposium Flyer with your colleagues.

SYMPOSIUM LOCATION


ACCOMMODATION

We have arranged for a limited number of rooms at the Westin Wall Centre at 3099 Corvette Way, Richmond, BC.

To qualify for the group rate of $155 CAD+tax, book early and prior to April 18, 2018 using the information below: 


Phone: 1-866-716-8108 indicating “NOII” or “Networks of Inquiry and Innovation” Symposium.

 Visit our website for more information.

Monday, September 18, 2017

Two UBC MOOCs (free online courses)



Next Offering October 17, 2017 | pdce.educ.ubc.ca/reconciliation

Engage with Indigenous knowledge keepers, educational leaders, and resources to enhance your understanding and knowledge of practices that advance reconciliation in the places where you live, learn, and work.

This course will help you envision how Indigenous histories, perspectives, worldviews, and approaches to learning can be made part of the work we do in classrooms, organizations, communities, and our everyday experiences in ways that are thoughtful and respectful. In this course, reconciliation emphasizes changing institutional structures, practices, and policies, as well as personal and professional ideologies to create environments that are committed to strengthening our relationships with Indigenous peoples.
For educators, this means responding to educational reforms that prioritize improved educational outcomes for Indigenous learners. In addition, educators must support all learners to develop their knowledge and understanding of Indigenous people¹s worldviews and cultures as a basis for creating equitable and inclusive learning spaces. To support these goals, teachers, administrators, young people, school staff, and researchers will learn from Indigenous Elders, educational leaders, and culturally relevant learning resources as part of their experiences in this MOOC.
For others who want to build their own competence and the capacity of those around them to engage in relationships with Indigenous peoples based on intercultural understanding, empathy, and respect, this course will help get you started in this process.

Learning Objectives:

·     Explore personal and professional histories and assumptions in relationship to Indigenous peoples histories and worldviews.
·     Deepen understanding and knowledge of colonial histories and current realities of Indigenous people.
·     Engage with Indigenous worldviews and perspectives that contextualize and support your understanding of the theories and practices of Indigenous education.
·     Develop strategies that contribute to the enhancement of Indigenous-settler relations in schools, organizations, and communities.
·     Explore Indigenous worldviews and learning approaches for their application to the classroom or community learning setting.
·     Engage in personal and professional discussions in an online environment with others committed to understanding and advancing reconciliation.

 

Launches October 31, 2017 | pdce.educ.ubc.ca/mentalhealth


Mental health literacy is the foundation for mental health promotion, prevention and care and can be successfully implemented through classroom based curriculum interventions that have been scientifically shown to improve mental health related outcomes for students and also for their teachers. A Canadian-developed, nationally and internationally-researched resource, the Guide ­ previously delivered only through face-to-face training ­ is now available online through this UBC-supported program.

In this course, educators will learn how to apply this classroom-ready, web-based, modular mental health curriculum resource (the Guide) as well as upgrade their own mental health literacy. Educators can then use this curriculum resource in their schools to successfully address mental health related curriculum outcomes designed to be delivered by usual classroom teachers to students in grades 8 ­-10.

Learning Objectives:

·     How to apply a variety of first-voice and knowledge based classroom activities that have been shown to significantly, substantially and sustainably decrease mental health related stigma.
·     How to apply a variety of video and knowledge based classroom activities that have been shown to significantly, substantially and sustainably increase knowledge related to mental disorders and treatments
·     How to apply a variety of knowledge based classroom activities, personal exercises and other evidence based interventions that have been shown to significantly and substantially improve: health and mental health self-care; stress understanding and management; mental health help-seeking capacity.
·     Better understanding of all aspects of mental health literacy that can be applied not only in the classroom but to all aspects of an educator¹s own circumstances: understanding how to obtain and maintain good mental health; understanding mental disorders and their treatments; decreasing stigma; increasing help-seeking efficacy.

Visit our website for more detailed information, and program contactspdce.educ.ubc.ca/MOOC