ESVE - Course Review 2015...From March – June 2015, TakingITGlobal (TIG) facilitated the...
Transcript of ESVE - Course Review 2015...From March – June 2015, TakingITGlobal (TIG) facilitated the...
Empowering
in Education
student voice
B RO U GH T TO YO U BY IN PA R T NER SHIP W IT H
Prepared by TakingITGlobal Research
JUNE 2015
T H E E F F E C T I V E N E S S O FT A K I N G I T G L O B A L ' S
Professional Learningin 2015
EMPOWERINGSTUDENTVOICEINEDUCATION:PROFESSIONALLEARNINGCOURSEREVIEW2
Acknowledgements
Thisinitiativewasmadepossiblethroughtheinvolvementandsupportof:
TakingITGlobal
• JenniferCorriero• SaraHassan• MichaelFurdyk• TaniaRashid• KanchanIssar
WGSI(WaterlooGlobalScienceInitiative)
• JulieWrightandHayleyRutherford• HayleyRutherford
CanadianEducationAssociation• RonCanuel• MaxCooke
C21
• RobertMartellacci
CanadianSchoolBoardsAssociation
• ValerieMcLeod• DarrenMcKee
SchoolBoardsInvolved
SunWestSchoolDivision Rosetown,SaskatchewanSevenOaksSchoolDistrict Winnipeg,ManitobaEvergreenSchoolDistrict Gimli,ManitobaPeterboroughVNCCatholicDistrictSchoolBoard Peterborough,OntarioSimcoeCountyDistrictSchoolBoard SimcoeCounty,OntarioWaterlooRegionDistrictSchoolBoard Waterloo,Ontario
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TableofContents
ExecutiveSummary………………………………………………………………………………………………………………………………4
Participants’Background………………………………………………………………………………………………………………………5
Teacherperceptionsofblendedprofessionallearning…………………………………………………………………………7
NewKnowledgeandSkills………………………………………………………………………………………………………….7LevelofTeachingPractice……………………………………………………………….............................................9AttitudesandBeliefs……………………………………………………………………………………………………………..…11OrganizationalSupportingStructures………………………………………………………………………………………13ReflectionofProfessionalLearning………………………………………………………………………………………….14
SummaryofFindings…………………………………………………………………………………………………………………………..15
Tables
Table1:TeachingQualificationsofTeachers……………………………………………………………………………..6
Figures
Figure1:Teachers’RoleswiththeBoard……………………………………………………………………………………5Figure2:Teachers’TeachingExperience……………………………………………….......................................6Figure3:GenericKnowledge/SkillsforClassroomTeaching……………………………………..……………….8Figure4:GenericKnowledge/SkillsforInquiry-basedteachingandLearning..…………………………..8Figure5:SpecificKnowledge/SkillsRelatedtostudentvoice…………………………………………………….9Figure6:GenericPracticeforClassroomTeaching……………………………………..……………………………10Figure7:SpecificTeachingPracticeontheFocusareaofinquiry: StudentVoice……….…………….11Figure8:Attitudes/BeliefsaboutGenericClassroomTeachingandStudentLearning………………12Figure9:Attitude/BeliefsaboutInquiry-basedTeachingandLearning…………………………………….12Figure10:OrganizationalSupportingStructures………………………………………………………………………13Figure11:ReflectionofProfessionalLearning………………………………………………………………………….14
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ExecutiveSummary
FromMarch–June2015,TakingITGlobal(TIG)facilitatedtheEmpoweringStudentVoiceinEducationprofessionallearningcourse,withthegoalofsupportingteacherstoco-developstudentvoiceprojectsinordertotransformlearningpartnershipsintheclassroom.ThecourseregistrationfeeswerecoveredaspartofagrantfromtheWaterlooGlobalScienceInitiativeasafollow-uptotheLearning 2030EquinoxSummit.Releasetimewascoveredbyeachofthefiveparticipatingschoolboards,withanaverageof15hoursofreleasetimepereducator.NationalendorsementpartnersincludedtheCanadianEducationAssociation,CanadianSchoolBoardsAssociation,andC21Canada.ThisresearchstudywasconductedtoevaluatetheeffectivenessoftheprofessionallearningopportunityinordertoenhanceTIG’scurrentportfolioofstudentvoiceprogramming,aswellasto helpdevelopnewprofessionallearningopportunities.
Theresultsofthisstudyarebasedonthepreandpost-coursequestionnaireadministeredtoteachersparticipatinginthecourse.Thecourseconsistedofanin-personorientationsession,followedbyfouronlinelearningsessions,eachbuildingtowardsaculminatingstudentvoiceprojectshowcasedduringanationalvirtualprojectshowcase.Thepre-coursequestionnairewasadministeredpriortothefirstsession,andthepost-coursequestionnairewasadministeredattheendofthefourthsession.
WhenparticipantsweresurveyedonspecificknowledgeandskillsrelatedtoStudentVoice,only38%respondedthatthattheywereproficientin,orroutinelyabletoutilizestudentvoiceasapathwayforstudentsuccesstomeetcurriculumgoals.Attheendofthecourse,thisnumberincreasedby39%(+102%)to77%.44%ofparticipantsreflectedsimilarlyon“knowinghowtoembedstudentvoiceinyourclassroom/school”,whichgrew29%(+65%)to73%followingcoursecompletion.
Whenitcametospecificteachingpractice,therewasa95%increase,from44%to86%,intheareaofdesigningstudentvoiceprojectstomeetcurriculumgoalsandschoolpolicies.
With100%ofparticipantsintendingtotransferandapplynewlyacquiredknowledgeandskillstotheirdailyclassroompracticerightaway,(Figure11),weareconfidentthatthisexperiencehascontributedtoapositivechangeinpracticerelatedtostudentvoiceineducation.
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Participants’Background
CourseTimelines:March11toJune1,2015Population:primaryandsecondaryschoolteachers,teachingandlearningstaff,schooladministrators,andschoolresourceteachersSampleSize:pre-coursequestionnaire–50teachersandpostsurveyquestionnaire–29teachers.Intotal,therewere79participantswhofilledoutbothpreandpostsurveyquestionnairesPreQuestionnaire:4questionswithapproximately5–10sub-questionsPostQuestionnaire:5questionswithapproximately5–10sub-questionsModeofdatacollection:onlinepreandpost-coursequestionnaire
Forboththepreandpost-coursequestionnaires,participantswereaskedtofillouttheirbackgroundinformationsuchasrolewiththeboard,schoolname,yearsofteachingexperience,andteachingqualifications.
RoleswithinSchoolBoard
Figure1showsthebreakdownofparticipantrolesaspartoftheirschoolboards:26%arefromtheBoards’TeachingandLearningDepartment,6%areSchoolAdministrators,4%areSchoolResourceTeachers,6%arePrimaryDivisionTeachers,16%areJuniorDivisionTeachers,10%areIntermediateDivisionTeachers,and32%areSecondaryDivisionTeachers.
TeachingandLearningStaff26%
SchoolAdministrator6%
SchoolResourceTeacher4%
PrimaryDivisionTeacher6%JuniorDivisionTeacher
16%
IntermediateDivisionTeacher10%
SecondaryDivisionTeacher32%
Figure1:Teachers'RolewiththeBoard
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TeachingExperience
InFigure2,which provides an overview of the amount of teaching experience of participants, 20%arenewteacherswithamaximumteachingexperienceof3years,2%have4-5yearsofteachingexperience,30%have6-10yearsofexperience,18%have11-15yearsofexperience,20%have16-20yearsofexperience,and20%havemorethan20years’teachingexperience.
TeachingQualifications
Table1belowrepresentsthe teachingqualificationsof participants andtheirspecificteachable.Someteacherswerequalifiedformorethanonesubject.Moreteachers (20%)werequalifiedforJuniorthan any othercategory.
Table1:TeachingQualificationsofTeachers
TeachingQualifications Frequency PercentagePrimary 23 14%Junior 32 20%Intermediate 29 18%Senior 28 18%SpecialEducation 14 9%PrincipalQualificationProgram(PQP) 2 1%Literacyrelatedsubjects(Intermediate/Secondary) 11 7%Mathematics(Intermediate/Senior) 4 3%ScienceandTechnology(Intermediate/Senior) 10 6%Arts(Intermediate/Senior) 7 4%
0-3years20%
4-5years2%
6-10years30%
11-15years18%
16-20years20%
morethan2010%
Figure2:TeachingExperience
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TEACHERPERCEPTIONSONTHEBLENDEDPROFESSIONALLEARNING
Theresultsof50pre-coursequestionnairesfromparticipantswerecomparedwith29post-coursequestionnaires.Basedonthe50and29returnedpreandpost-coursequestionnairesfromparticipants,resultsareshowninthefollowingsections.
NEWKNOWLEDGEANDSKILLS
Boththepreandpost-coursesurveyhad16sub-questionsaskingallparticipantsabouttheircurrentlevelofknowledge/skillsforteachingandlearning.Thesub-questionscanbeclassifiedintothreecategories:
1. GenericKnowledge/SkillsforClassroomTeaching:%ofPreandPost-CourseQuestionnaireParticipantswith‘Expert’or‘Competent’Response
2. GenericKnowledge/SkillsforInquiry-basedTeachingandLearning:%ofPreandPost-CourseQuestionnaireParticipantswith‘Expert’or‘Competent’Response
3. SpecificKnowledge/SkillsrelatedtoStudentVoice:%ofPreandPost-CourseQuestionnaireParticipantswith‘Expert’or‘Competent’Response
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90%
93%
90%
97%
97%
90%
90%
90%
88%
78%
64%
82%
82%
74%
84%
72%
Knowledgehowtodeterminethedifferentlearningneedsofstudents
Askinghigher-orderqueseonstoallstudents
Usingaconenuumtoplantrajectoryoflessons
Communicaenglearninggoalsand/ortargetstostudentspriortothetask
Usingavarietyofassessmentpracecestoplanforeffeceveinstruceon
Providingacevieesthatidenefysimilarieesanddifferences
Usingtaskspecificrubricsforassessingstudents'learninggoalswhenappropriate
Devoengequitableemetoallstudentsintheirlearning(e.g.,opportunieestoexplainandunderstandconcepts)
Figure3:GenericKnowledge/SkillsforClassroomTeaching:%ofPreandPost-CourseQueseonnaireParecipantswith'Expert'oror'Competent'Response
Pre Post
73%
80%
77%
87%
63%
66%
76%
68%
70%
70%
Applyinginquiry-basedlearningprinciplestoengagestudentsincreaengchange
Usinginterdisciplinaryapproachestoenrichstudents'learningexperiences
Involvingstudentsingoalsejngandprojectdesign/assessment
Uelizingtechnologiestoempowerstudentsasacevelearnersandleadersforthe21stCentury
Culevaengstudents'leadershipskillsbyhavingstudent-ledinieaevesanddirectaceonopportuniees
Figure4:GenericKnowledge/SkillsforInquiry-basedTeachingandLearning:%ofPreandPost-CourseQueseonnaireParecipantswith
'Expert'or'Competent'Response
Pre Post
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Theparticipantsfeltmoreconfidentinusingthestrategiestaughtduringthecoursetoco-designastudentvoiceprojectafteranalyzingtheirownstudentsurveyresults.Theimprovedskilllevelintheseareasallowedteacherstobetterincorporatestudentvoiceintheirteaching.
LevelofTeachingPractice
Therewere14sub-questionsforbothpreandpostquestionnaireaskingparticipantstheirlevelofteachingpractice.Further,thesesub-questionscanbeclassifiedintotwocategories:
1. GenericPracticeforClassroomTeaching:%ofPreandPost-CourseQuestionnaireParticipantswith‘Proficient’or‘Routine’Responses
2. SpecificTeachingPracticeonthefocusareasofinquiry–StudentVoice:%ofPreandPost-CourseQuestionnaireParticipantswith‘Proficient’or‘Routine’Response
83%
73%
77%
48%
44%
38%
Usingstudentvoiceininformingyourprofessionaldevelopment
Knowinghowtoembedstudentvoiceinyourclassroom/school
Uelizingstudentvoiceasapathwayforstudentsuccesstomeetcurriculumgoals
Figure5:SpecificKnowledge/SkillsrelatedtoStudentVoice:%ofPreandPost-CourseQueseonnaireParecipantswith'Expert'or'Competent'Response
Pre Post
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93%
93%
86%
97%
77%
97%
97%
77%
80%
90%
68%
88%
76%
90%
44%
92%
88%
82%
70%
76%
Planninglessonsbasedoninformaeonyouhavegatheredaboutstudents'thinkingonthetopic
Providingopportunieesforgrouplearning
Havingstudentsuseconcretematerialsandmodelstorepresenttheirthinking
Anecipaengstudentresponsestoqueseons
Providingjustinemelearningforeverystudent
Helpingstudentstoidenefyandcorrecterrors
Providingstudentsopportunieestoacevatepriorknowledgeandmakeconneceonstonewcontent
Providingexplicitongoingfeedbackforstudents'progresstowardstheirlearninggoalsthroughout
Celebraengstudentachievementthroughouttheunit(e.g.,workdisplayed,lekertohome)
Ensuringallhomeworkhasaclearpurpose,withrelevancetoidenefiedlearninggoals
Figure 6: Generic Prac/ce for Classroom Teaching: % of Pre and Post-Course Ques/onnaire Par/cipants with 'Proficient' or 'Rou/ne'
Responses Pre Post
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AttitudesandBeliefs
Inbothpreandpostquestionnaires,participantswereaskedtwotypesofquestionsabouttheirattitudesandbeliefsaboutclassroomteachingandstudentlearning:
1. Attitudes/BeliefsaboutGenericClassroomTeachingandStudentLearning:%ofPreandPostQuestionnaireParticipantswith‘StronglyAgree’or‘Agree’Response
2. Attitudes/BeliefsaboutInquiry-basedTeachingandLearning:%ofPreandPostQuestionnaireParticipantswith‘StronglyAgree’or‘Agree’Response
86%
48%
83%
79%
44%
22%
52%
40%
Designingstudentvoiceprojectstomeetcurriculumgoalsandschoolpolicies
Usingsocialnetworkingandmediatoempowerstudentvoiceatalocalandgloballevel
Usingstudentvoicetocreatelearningpartnershipsbetweenstudentsandteachers
Ensuringstudentvoiceprojectsareeffeceveandsustainable
Figure7:SpecificTeachingPraceceonthefocusareasofinquiry-StudentVoice:%ofPreandPost-CourseQueseonnareparecipants
with'Proficient'or'Rouene'Response Pre Post
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100%
93%
100%
100%
96%
100%
Icandiffereneatemyinstruceonfordifferentneedsofmystudents
IbelievethatIcanprovideinterveneoninawholeclasssejng
Ibelieveallstudentscanlearn
Figure8:Ajtudes/BeliefsaboutGenericClassroomTeachingandStudentLearning:%ofPreandPost-CourseQueseonnaireParecipantswith'StronglyAgree'or'Agree'Response
Pre Post
96%
100%
93%
90%
96%
92%
Iamconfidentinmyabilitytoimplementinterdisciplinarystudiesapproachesinmyteaching
Iamconfidentinmyabilitytoimplementstudent-centeredapproachesinmyteaching
Iamconfidentinmyabilitytousee-technologiestoassistmyteaching
Figure9:Ajtudes/BeliefsaboutInquiry-basedTeachingandLearning:%ofPreandPost-CourseQueseonnaireParecipantswith
'StronglyAgree'or'Agree'ResponsePre Post
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OrganizationalSupportingStructures
Inthepreandpostquestionnaires,participantswereaskedthesamesetofquestionsabouthowmuchsupporttheyreceivedfromtheirschooladministratorsandcolleagues.
69%
52%
83%
55%
35%
48%
72%
59%
84%
64%
80%
66%
54%
46%
88%
56%
Successesareacknowledgedandshared
Thereisacommitmenttoprovideadaquateplanning,preparaeonandself-refleceonemefor
Mycolleaguescollaborateandshareacommitmenttoimproveteachingandstudentlearning
Regularfollow-upsupportisprovidedfornewinieaeves
Adaquateemeisprovidedforteacherstoimplementnewideasandteachingstrategies
Newideasandteachingstrategiesareregularlysharedatstaffmeeengs
Newideasandimprovementeffortsareencouragedandsupportedbytheschooladministraeveteam
Thereareopportunieesforsharingwithcolleaguesfromotherschools
Figure10:OrganizaeonalSupporengStructures:%ofPreandPost-CourseQueseonnaireofParecipantswith'GreatExtent'or
'Moderate'Response
Pre Post
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ReflectionsonProfessionalLearning
Inthepostquestionnaire,therewere10sub-questionsaskedofparticipatingteachersregardingtheirexperiencewiththeprofessionallearninginitiative.
Figure11showsthepost-coursequestionnaireparticipantswho provided a‘StronglyAgree’or“Agree’response.Thishighlightstheiroveralllearningexperienceaswellassatisfactionlevelwiththecourse.Overall, theparticipantsfeltthatthiscoursewasavaluableexperience.
90%
93%
100%
100%
93%
97%
97%
100%
97%
100%
Iwouldrecommendthisacevitytomycolleagues
erall,Ifeelthisprofessionallearningacevitywasasuccessfullearningexperienceforme
Iamabletomodifytheuseofthesenewknowledge/skillswithinmyowncontexttoimprove
Iintendtotransferandapplynewlyacquiredknowledgeandskillstomydailypraceceinthe
Igainednewknowledgeandskillsthathasdirectandpracecalvaluefordoingmyjob
Myoverallunderstandingofthecontentareawasenhanced
Thediffcultylevelofthecontentwasaboutrightforme
Thecontentwasrelevanttomyownprofessionalneeds
Theobjecevesfortheinieaevewerebasedonidenefiedstudentlearningneeds
Theobjecevesandgoalsfortheinieaevewereclearlyareculated
Figure11:RefleceonofProfessionalLearning:%ofPost-CourseQueseonnaireParecipantswith'StronglyAgree'or'Agree'
Response
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SummaryofFindingsThemainobjectiveofthepreandpostquestionnairesistoevaluatetheeffectivenessoftheprofessionallearningintheareasofteacherknowledge/skills,teachingpractice,attitudes/beliefs,andorganizationalsupportingstructures.
Inadditiontothepostsurveyquestionswiththegivenchoices,participantswereaskedtwoopen-endedquestionsasfollow:
1. Whatspecificelementsoractivitiesofthisprofessionallearninginitiativedoyouthinkwerethemostusefulforyou?
2. Whatdoyouthinkwas(orwillbe)themostsignificant/beneficialchangeinyourteachingpracticesasaresultofthisprofessionallearninginitiative?
Thesequestionsallowforamorein-depthanalysisoftheirpersonalexperienceaswellasthebenefitsfromthisprofessionallearninginitiative.Also,thesetwoquestionsallowtheparticipantstosharemoreinformationabouttheirexperience.Further,itallowsustoseeifthereareanycommontechniques,benefits,aswellasteachingpracticeswhichwerelearnedorsharedbytheteachersduringtheirprofessionallearning.
Thevastmajorityofteacherssaidtheyreallyenjoyedhowtheywereencouragedtocollaboratewiththeircolleaguesduringtheprofessionallearning.Theyalsoaddedthat“Itwasmucheasiertogetideasandseehowotherteachersdothingsatotherschools.”TeachersmentionedthattheyreallyliketheopportunitytoconnectandcollaboratewithTIGleadersandeducatorsfromvariousschooldivisions.Thisallowedthemtomore deeplyunderstandthetopicsandshareopinionswiththeircolleagues.
Ingeneral,themajorityofteachersattendingtheprofessionallearningenjoyedbeingabletoworktogetherwiththeircolleagues,discussionandbrainstormingsessionwithotherteachersfromotherschools,andsharingideas.Theyalsoappreciatedthe blend of bothin-personandonlinetrainingforthisprofessionallearning.
Manyteachersenjoyedtheengagementofthestudents(i.e.,projectdesign,evaluation,constructionassignments,andassessments)intheirclassroom.Mostofthesuggestions/commentsinpreandpostquestionnairewerepositive:
• “Ireallyenjoyedhowyoumodelledinstructionalactivitiesashowweideallywanttointroduce initiativeslikethistoourstudents.”–Courseparticipant
• “Thankyouverymuchforthisleaningopportunity.Verypowerful.Yourenthusiasmandenergy asTIGleaderswascontagiousandtheopportunitytoconnectwithothersandalsotoworkwith ateamofteachersIdonotnormallyworkwithinmydivisionwaspowerful.Thankyou!”–Courseparticipant
Special thanks to the Research team at the Toronto District School Board for the initial development of this research methodology.