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Building a Quality Learning Environment: Mission and Vision in Professional Learning Communities

Explore the importance of mission and vision statements in education, focusing on teacher matters, school improvement, and creating a quality learning environment. Learn how to establish collaborative learning communities and drive positive change.

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Building a Quality Learning Environment: Mission and Vision in Professional Learning Communities

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  1. Setting Our Direction II Professional Learning Communities (PLC’s)

  2. Mission & Vision • Great teachers and great school divisions get their core purpose right…they know why they exist… • Knowing where you are going and why you are going there is critically important…

  3. Mission & Vision Statements • Motto confirmed- “Where Students Come First” • Mission - Chinook’s Edge School Division will engageevery student in meaningful learning by challenging, encouraging and believing in them. • Vision - Chinook’s Edge School Division will be universally recognized as a collaborative learning community where learning is personalized for all students to achieve success as compassionate and innovative global citizens.

  4. Key Questions for All of Us • Rick Stiggins would say that a student can hit any target that is clearly defined and stands still… • Does it stand to reason that we need to be abundantly clear about what a Quality Learning Environment looks like so that our teachers and our instructional leaders know what we are striving for?

  5. Teacher Matters: Teachers Matter Purpose~ Quality Learning Environment • Hour Glass Analogy • We need to ensure that we are cognizant of the cumulative effect on teachers of competing learning demands the organization places on them

  6. Avoiding the Christmas Tree What Matters Most? • Multiple initiatives • Lots of “activity” • Lots of shiny distractions • Focus on the big stuff and get it right – identify clear, simple principles at the heart of our work! • Elegant simplicity ~ identify core ideas of what is important

  7. School Improvement • If we believe that school improvement and student success in their learning depends on the quality of instruction in classrooms, then we need a conversation about effective instructional practices. • The catch is, how can we have in-depth conversations about effective instruction if we don’t share a common language? • To develop a common language, we need to identify – with your help and guidance – an instructional model that defines and provides a common language of effective classroom practice. Westerberg, 2009

  8. Purpose of the QLE Model • The teacher is our key focal point moving forward: • Provide a common language about instruction • Provide clarity around what we are aiming for • Facilitate conversations around teaching and learning • Bring our mission and vision to life • Supports our work as instructional leaders

  9. Describing a Quality Learning Environment – May 2011 AdCos • Data collected from: • Board/admin retreat (March 2011) • Observations and conversations with schools related to AISI • Moving and Improving conversations – Learning Services and Student Services (May 2011) • Ongoing conversations with administrators and teachers • Provincial documents: Inspiring Action, Action on Inclusion, Action on Curriculum • COLT – (June 27; Aug 10, 2011) • Learning Services Coordinators (June 29, 2011) • Student Services (June 29, 2011) • Teachers Matter (Sept 30, 2011) • Learning Services Coordinators (June 29, 2011) • Student Services (June 29, 2011; Sept. 2011)

  10. Quality Learning Environment – May2011 AdCos Initial Thoughts: • Relationships – developing a sense of belonging • Strong curricular and pedagogical knowledge • Focus on Literacy (includes numeracy) • Learning is differentiated to meet students’ needs (content, process, product)

  11. Quality Learning Environment – JUNE 2011 AdCos Initial Thoughts: • Quality assessment practices (know the learning target, quality feedback, self assessments, goal setting, grading/reporting based on outcomes) • Engaged learning aligned with outcomes – (authentic tasks, tasks that promote deep thinking) • Technology as a support rather than a driver

  12. Next Steps • August/September 2011 ADCOS • September ADCOS – dig into the QLE model • Teachers Matter Group • AISI Leaders • Sp. Ed Liaison’s • School Staffs (Oct-Dec)

  13. Learning Communities • Establishing a collaborative community • Feed-forward loops • How do you know what you are learning is making a difference for kids in your classroom? • How do you know your PLC is meeting everyone’s needs? • Evidence of your learning • Teacher shared drive/Wiki – open access/Website

  14. QUESTIONS

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