PPPROCEDE ConferenCe 2014

PEOPLEPASSIONPROOF

P R O C E D E 2 0 1 4

OCTOBER 22-23, 2014 | LE GRAND LODGE | MONT TREMBLANT

The Data Difference

O F F I C I A L P R O G R A M M E

theDATAdifferenCePeoplePassionProof

proCede 2014A series of interactive and practical workshops

that explore the concept of evidence-based practice finding its rightful place in adult

education and vocational training.

WElCOmE!

It is my privilege to extend to you a warm welcome to the 2014 Annual PROCEDE Conference on behalf of all of us here at the Lester B. Pearson School Board.This conference has always proven to be a professional development activity of very real significance to all involved in the field of continuing education. This year’s theme, “People, Passion, Proof: The Data Difference” is really highly appropriate in that the first 3 words give emphasis to the strength of this field in Québec. Individually and collectively, you have proven that the greatest strength of any organization resides in its people. With the added passion that you demonstrate, you are invincible proof that public education and continuing education are strong and viable components of our society.

There is no doubt that data-based decision-making is critical to the ongoing improvement that we expect of ourselves and that our clients deserve. I know that the sessions in which you will participate will most certainly provide additional impetus to this movement.

I extend to all of you very best wishes for a most successful and rewarding conference and academic year.

Yours sincerely,

Robert T. MillsDirector General

On behalf of PROCEDE, welcome to the 2014 PROCEDE Conference: People, Passion, Proof: The Data Difference.

We all work very hard and are extremely passionate about what we do; but how do we know that what we are doing has an impact on student success?

During this time together, we will be acquiring a better understanding of how to view evidence in order to improve our practice. The informative workshops, the in-depth discussions, and the sharing of best practices will definitely help us gain some useful strategies in order to work more purposefully with data. As we are being asked to collect data and analyze it, this conference could not have come at a more opportune time!

Thank you to the team from LBPSB who has organized this well thought out conference. We all know and understand the hard work and time it takes to pull it together!

Also, thank you to the participants. Without you, we would not be able to have such enriching conversations!

Enjoy the conference!

Anita DuwelPresident, PROCEDE

theDATAdifferenCePeoplePassionProof

proCede 2014

PPPROCEDE ConferenCe 2014

OPEningKeynotein the Grand Salon

Casey ReasonPhD

“leading Passionate, High Performing Teams in TODAY’S learning Organization”Leading innovation and improvement in schools today requires the identification of quality, best practice approaches implement with excellence by high performing teams of adults. While the focus of the work of schools will always revolve around students and learning, we know the only way schools can achieve these next-level results is by focusing on creating a school culture or climate that stimulates growth and continuous improvement of every individual and team within the school.

Thanks to breakthroughs in brain research and adult learning theory, achieving these higher levels of performance is less of a mystery today. In fact, there are strategic steps schools can take to create a school culture or climate that is far more likely to stimulate innovation, maximize creative opportunity, and minimize debilitating stress and distraction. When this type of culture is created, the school becomes more dynamic, creative, and resilient resulting in a much better place for students to learn and for educators to work. Dr. Reason is a leadership, learning, and innovation scholar who believes in strategy over stories and will be identifying specific steps participants can take to work together in creating a more passionate, high performing, thoughtful school for everyone.

Casey Reason, PhD is currently a teacher, writer, researcher, and consultant who works with leaders from all over the world on breakthrough strategies designed to improve performance and overcome resistance to change. In addition to leadership consulting and research, Dr. Reason specializes in instructional design; having developed over fifty masters and doctoral-level distance learning courses since 2003. His interest in these areas comes from a research agenda that includes consideration for the emerging body of research in brain science and adult learning theory. Dr. Reason has worked with hundreds of schools over the past ten years in locations throughout the United States, Switzerland, and New Zealand. Dr. Reason’s latest accomplishment was the publication of his 2010 book, “Leading a Learning Organization: The Science of Working With Others”.

PPPROCEDE ConferenCe 2014

COnfEREnCEsChedule

WEDnESDAY oCtober 22, 2014

THURSDAY oCtober 23, 2014

9:30 - 10:3010:45 - 12:00

12:00 -1:151:30 -3:003:15 - 4:45

6:307:15

registrationopening Keynotelunch (buffet) session 1session 2Cocktailsdinner

7:00 - 8:309:00 - 10:30

10:45 - 12:1512:30

breakfast & presentationsession 3session 4lunch/announcements & prizes

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WEDnESDAY, oCtober 22, 2014

THURSDAY, oCtober 23, 2014

Data gathering: 1:30 - 3:00A. understanding and breaking old paradigms in leading teams for today (Casey Reason)B. the power of surveys (Avi Spector/RECIT)

C. renewed and enriched products and services at GriCs! (Diane Brien and Thu Nguyen)D. using excel for decision Making (Mark Newton)

The Practice: 9:00 - 10:30A. Common formative assessment (Karen Gazith)B. plCs in action (Jim Howden)

C. data at Work: stories from the front lines (Ashley Foot)

D. using data to Guide practice (Geneviève Légaré)

E. institutional Memory (Charbel Mourad & Tami Belhadj)

The Research: 10:45 - 12:15A. brain-based research (Karen Gazith)

B. Guidance research project: the impact of Career Guidance on adult learner success - a progress report (The Guidance Project Group)

C. les jeunes et la formation professionnelle : une question de société, un enjeu pour la fp? (Sophie Grossman)

D. Visible learning : how do We Make it so? (Julie Hobbs and Carol Marriott)

The Process: 3:15 - 4:45A. accelerating team performance: Creating a school Culture for excellence and innovation (Casey Reason)B. supporting professional development: Creating and Modelling high-effect learning environments for your teachers (Julie Hobbs and Carol Marriott)C. asking the right Questions: Collecting and Validating data – refining, rephrasing, and refocusing (Corrine Haigh)

D. plCs - What and Why? (Jim Howden)E. Collaborative inquiry (Geneviève Légaré)

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WORKSHOPsession 1

Old habits are hard to break, aren’t they? Thanks to advances in brain research and adult learning theory we know more than ever why these changes are difficult. Old paradigms shape our perspectives and consistently pull us back towards what’s familiar. Furthermore, the more reinforced the old paradigm is, the tougher it is the reverse it. In this session Dr. Reason addresses some of the most pervasive paradigms in schools today, addresses the essential origins of these paradigms, and then identifies strategic steps you can take to overcome these paradigms and create a more passionate, high-performing school. Well organized, passionate teams of educators many times run into conflict and confusion about their work because of inconsistencies that emerge when old paradigms collide with new opportunities to innovate and evolve. This session will provide strategies to overcome this hurdle and excel.

How can collecting data change the way we teach or help us make more informed administrative decisions? In this session, we will explore the benefits of using on-line survey tools and free student response systems. Moving beyond traditional surveys, these tools can also be used to formatively assess learning or gather “real time” feedback from large groups of participants. This is a hands-on BYOD session; please ensure you bring your own laptop, tablet, or smartphone. Beginners are welcome!

Avi Spector is a pedagogical consultant with the Riverside School Board and the RECIT FGA Regional Service. Avi is also a member of the Adobe Education Leaders Program. With a strong belief that pedagogy should always drive technology use in the classroom, Avi helps teachers find relevant and sustainable ways of using technology to enhance learning and develop student competencies.

Looking for relevant ways to use technology to enhance teachingand learning? Visit my ICT blog at http://avispector.wordpress.com and follow me on Twitter and Pinterest!

Casey Reason

Avi Spector

Wednesday, 1:30 - 3:00

A. Understanding and Breaking Old Paradigms in leading Teams for Today

B. The Power of Surveys

Pedagogical Consultant,RECIT FGA Regional Service, English School BoardsAdobe Education Leader (AEL)

Twitter @a_spectorPinterest: avimspectorE-mail: aspector@rsb.qc.ca

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Mark Newton has been in education since 2006. Previously he worked as a project manager for Canada’s ecommerce global standards organization and as an entrepreneur. He has taught in several programs of the business sector at PACC. Mark served as curriculum leader in the Business department since 2013. Mark has animated workshops for teachers on delivering the curriculum for courses in the Secretarial and Accounting programs. He holds a bachelor’s degree from the University of Sherbrooke and is taking his master’s at McGill. Currently Mark is acting as the RAC counsellor for the Lester B. Pearson school board and teaches at the Université de Shebrooke in the faculty of Education.

Diane Brien has been working at Société GRICS for 11 years in the Services sector for Jade-Tosca. Prior to GRICS, she worked at CSDM (Commission scolaire de Montréal) for 16 years in a vocational education center.

Thu Nguyen has been working as an analyst at Société GRICS since 1987. She left the development team recently to provide training and support for Lumix at the Services sector. She has great knowledge for this product because she was actively involved in its development.

WORKSHOPsession 1

GRICS products and services have been renewed and enriched with complementary tools and web based applications for Adult Education & Vocational Training sectors.Your partnership agreement, your strategic plan and your success plan matter?

•Ittakestoomuchtimeforindividualstudentfollow-ups? •Youarenotsurehowtomanageteacherworkloads? •Youwanttolimittheamountofpaperworkandmakea difference for your teachers and non-teaching personnel?This workshop is for you. We will present user-friendly solutions and the benefits of our new applications that will be a perfect fit for your clientele.

Check-out our new solutions to optimize the pursuit of your mission.

Schools generate huge amounts of information. This workshop is to provide administrators with an overview of some of the tools available in Microsoft Excel to compile, process, and visualize the key data used day to day. By becoming familiar with the tips and tricks presented, you will be better able leverage your institution’s information in a comprehensive way to help make data driven decisions.

Diane Brien

Thu nguyen

mark newton

Wednesday, 1:30 - 3:00

C. Renewed and Enriched Products and Services at gRiCS!

D. Using Excel for Decision making

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WORKSHOPsession 2

While most schools are set up to create conformity and to reinforce the maintenance of the status quo, we know that high-performing schools do so much more. Creating a culture and climate of innovation and creativity doesn’t happen by accident. There are strategic steps that can be taken that will help to maximize the creative and innovative potential of every team and every individual who works on that team in your school today. This session will address these creative strategies and solutions and will show you how implementing them helps make for a more creative, stimulating, and resilient school culture. Dr. Reason’s strategies are based on relevant research on human performance, adult learning theory, psychology, and brain research. Accelerating our performance is less of a mystery today than ever and this session provides some simplified approaches that will make an immediate impact.

Casey Reason

A. Accelerating Team Performance: Creating a School Culture for Excellence and innovation

Julie Hobbs

Carol marriott

B. Supporting Professional Development: Creating and modelling High-Effect learning Environments for Your Teachers

Once your data is analyzed and your needs are known, what is the next step? How can we, as administrators and professionals, support our teachers in taking what the data tells them and changing that information into classroom practice that maximizes the success of adult students? This session will explore how we can best help teachers adjust their practices and strategies to ensure that there is no teaching without learning.

Julie Hobbs is currently team leader for the School Improvement Resource Team, (ALDI and ASSET), working with the English school boards, schools and centres on school improvement initiatives. Retired as ADG from Riverside School Board, Julie has held positions as teacher, professional and school principal, with a particular focus on supporting schools and their school teams with students who have special needs. Through the years, Julie has represented the English school boards on numerous provincial-level committees regarding the education of students with special needs. For the past six years, Julie has also been a mentor to school administrators and centre directors and assistant directors supporting them through transition periods. In addition to a B.A. (Anthropology and Sociology), Julie has a Certificate in Special Education and M.Ed. (Teaching of Reading).

Carol Marriott is a retired high school principal currently working with the Anglophone school boards of Quebec as a member of ASSET (Assisting School Systems in Educational Transformation), working on various school improvement initiatives. In addition, she is an Adjunct Professor at McGill University, where she teaches courses in the Graduate Certificate in Educational Leadership program. For the past five years, Carol has been involved in mentoring programs for new administrators and, over the past year, has co-animated a program to prepare mentors of early career teachers. Before becoming ad administrator, she worked as an elementary and high school Special Education and regular education teacher, was a special education consultant, and co-founded an alternative high school. In addition to her B.Ed., Carol has completed the Certificate in Special Education and M. Ed. in Special Education.

Wednesday, 3:15 - 4:45

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WORKSHOPsession 2Wednesday, 3:15 - 4:45

So your administrator has asked you to start collecting data and then create a report? But where do you start? What type of questions will you ask? What about bias and control groups? What about existing data? Are there any ethical considerations? How will your report the data? Dr Corrine Haigh, an educational professor from Bishops University, has conducted numerous studies in the classroom and will answer many of these questions and leave you with a working methodology in which to approach data collection.

Dr. Haigh became a professor in the School of Education in 2010. She received her B.A. (Hons.) in Psychology from Mount Allison University and then went on to complete her graduate work at the University of Western Ontario, in the areas of Educational and Cognitive Psychology. She recently completed a postdoctoral fellowship at McGill University and the Centre for Research on Language, Mind, and Brain, where she led a project investigating literacy development in elementary school students in French Immersion programs, with a particular emphasis on children at-risk for difficulty with decoding, reading comprehension, or a combination of these skills. Dr. Haigh teaches in the area of special needs education, and gives courses on individual differences, educational psychology and the psychology of reading.

C. Asking the Right Questions: Collecting and Validating Data - Refining, Rephrasing, and Refocusing

Dr. Corinne HaighAssistant Professor

B.A. (Mount Allison)M.A., Ph.D. (University of Western Ontario)

ResearchPublications

This session will focus on a broad definition and a conceptual understanding of a collaborative Professional Learning Community based on shared common values, a shared mission and vision in line with that of the school board. Topics that will be covered will be; supportive and shared leadership and collective creativity.

Data sharing, and analysis is one aspect of an effective PLC; we will look at the guiding principles of building a PLC while creating a climate where teachers want to be. The main goal of this presentation is that the participants understand the differences between a meeting after school and a PLC!

Jim Howden is first and foremost a teacher. Other career paths he enjoyed were being a principal, an education consultant for Kativik School Board and an independent consultant. Presently, Jim works as the Director of First Nations and Inuit Education at McGill University. Jim is a published author and an educator who has had the opportunity to conduct workshops throughout Quebec, across Canada, the United States and most recently in Europe. He has a passion for second language teaching and learning. He was the recipient of the Prix Robert Roy from CASLT and the SPEAQ’s Board of Director’s Award for his contribution in the field of second language teaching. psychology of reading.

D. PlCs - What and Why?

Jim Howden

PPPROCEDE ConferenCe 2014

WORKSHOPsession 2Wednesday, 3:15 - 4:45

In this workshop, participants will be introduced to inquiry models, in order to develop a working hypothesis and explore the steps of the inquiry process. Participants will leave this workshop with a good understanding of how to get started with this process or, in the case of more seasoned teams, refine existing initiatives.

E. Collaborative inquiry

geneviève légaré

PD. We all agree learning should be differentiated… Shouldn’t professional development be differentiated as well? PD Mosaic can help change the culture of PD in exactly that way. Each tile of the PD mosaic is something an educator should or could know and helps to build a mini-professional-portfolio à la Pinterest. Each tile also offers some resources to start learning right away, on your terms. So now, the possibilities are clearly laid out and everyone can take ownership of their PD. It’s free, it’s created for FGA educators and it’s available now. Come see the demo and the possibilities for your centre over breakfast with Marc-André Lalande of the RECIT Provincial Service for General Adult Education.

Marc-Andre Lalande is is the pedagogical consultant at the RECIT Provincial Service for General Adult Education. He has helped teachers through change for the past 15 years in the youth, adult, French and English sectors. Some of you might know of his YouTube channel (www.youtube.com/lalandema), which has now garnered close to 100,000 views, where he tackles serious education issues in a light-hearted manner. He is also the coordinator of the DevPro channel (www.youtube.com/theflippedconsultant) where he helps other consultants put their best pedagogical advice to video. More recently, he has spearheaded projects uniting consultants of youth, FGA and university levels to find solutions for changing the culture of PD and anticipate the effects of BYOD in the exam room.

Geneviève Légaré is the creator and project manager of the Evidence -based Practice Project for the English speaking community in Quebec. This MELS initiative seeks to support the 9 English school boards in their implementation of research based strategies and data-driven decision making. Geneviève has a Doctorate in Educational Technology from Concordia University. Her research focused on the evaluation of critical thinking skills. In addition, her expertise includes instructional design, training needs analysis, systems thinking and online learning.

marc-André lalande

PD mosaic

Pedagogical ConsultantRECIT Provincial Service for General Adult Education

youtube.com/lalandemawww.pinterest.com/lalandemawww.recitfga.qc.ca/english

on twitter @malalandemarc-andre.lalande2@cssmi.qc.ca450 974-7000 x2515

BREAKfASTpresentationThursday, 7:00 - 8:30

PPPROCEDE ConferenCe 2014

WORKSHOPsession 3Thursday, 9:00 - 10:30

In John Hattie’s book titled Visible learning, he summarizes results from hundreds of research articles on effective teaching. According to the many meta-analyses that he examined, the most effective teaching strategy is the use of formative assessment. According to Hattie, the most effective teachers are “teachers who are students of their own teaching”. Formative teaching practices allows teachers to evaluate the effectiveness of their own practices and provide students with “just on time” feedback to enhance student performance. In this workshop, we will discuss the many formative assessment tools that can be used to gather data toward enhanced student practice.

Before receiving her doctorate in Educational Psychology from McGill University, Karen Gazith taught in a number of special needs institutions and schools, including the Instrumental Enrichment Institute with Dr. Feuerstein. She then served as the Coordinator of Special Education and Director of Education at the Bronfman Jewish Education Centre. She is adjunct faculty in the departments of Educational and Counselling Psychology and Department of Integrated Studies in Education at McGill University where she has taught for over twenty years. She has presented on topics related to meeting diverse needs in the classroom, assessment and instruction, developing key competencies and leadership in many cities in Canada including the Canadian Arctic, the U.S., England, Israel and Australia.

A. Common formative Assessments

Karen gazith

The purpose of this session will be a sharing of the coaching process when implementing PLCs. Coaching PLCs can take many forms. The presenter has many years experiences involved in this process, making the implementation more meaningful and relevant. Jim is presently involved in coaching PLCs at Place Cartier and will explain the process that he has structured for this experience. Short case studies will be used to encourage an open discussion.

B. PlCs in Action

Jim Howden

PPPROCEDE ConferenCe 2014

WORKSHOPsession 3Thursday, 9:00 - 10:30

See data collection and validation at work in four distinct locations across North America . Follow our cameras as we visit schools, corporations, universities, and even governments who have successfully implemented data collection into their best practices. You’ll hear from project managers, teachers, and government officials on the ways that approached the data difference.

C. Data at Work: Stories from the front lines

Ashley foot

Ashley Daniel Foot is an award winning educator, tenor, director, producer, and broadcaster. Ashley is the Transitions Consultant for adult education and vocational training at the Lester B. Pearson School Board in Montreal. He is also a frequent lecturer at McGill University and Concordia University.

What are the key sources of information that could inform teaching and evaluation practices and learning? In this workshop we will identify the types of data available and explore various techniques to gather information that will inform practice.

D. Using Data to guide Practice

geneviève légaré

PPPROCEDE ConferenCe 2014

WORKSHOPsession 3Thursday, 9:00 - 10:30

Institutional memory is a collective set of facts, concepts, experiences and know-how held by a group of people. The workshop will discuss institutional memory as it relates to public financing and active student participation and success.

From a public financing perspective we advance that institutional memory contributes to a more effective use of public funds. From a student success perspective we advance that by making data available to students outside the institution, they can themselves analyse and make use of the data.

We conclude that by using e-portfolios as a tool to create, store and analyse information, organizations can centralize the data in a format that is easily viewable, analyzable and exportable to decision makers and end users.

E. institutional memory

Charbel mourad

Tami BelhadjCharbel Mourad has a Master’s Degree in Public Policy and Public Administration from Concordia University and is currently pursuing his Doctorate Degree in Education at the University of Sherbrooke. He is particularly interested in how public policy impacts Quebec’s educational system.Professionally, he has experience working at various levels within Quebec’s educational system. He has worked as an Academic Dean and Education Advisor within a college and currently works for the Lester B. Pearson School Board as a Project Manager.He teaches at the University of Sherbrooke and maintains an active link working with the Ministry of Education, Sports and Recreation as an Expert Advisor to the English School Boards on matters pertaining to the recognition of prior learning.

Tami Belhadj acts as pedagogical consultant for the Laurier Competency Development Centre at the Sir Wilfrid Laurier School Board. Until recently he held the position of pedagogical consultant at Vanier College.Tami is also a sessional lecturer at the University of Sherbrooke, Faculty of Education department of pedagogy. He is involved in mentoring and teaching at various phases of the Bachelor of Vocational Education.His areas of interest are; the use of educational technologies, Portfolio and ePorfolio as well as collaborative learning. He thrives to enhance learner’s pathways and support academic/vocational successes by integrating educational technology in the teaching/learning process.

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WORKSHOPsession 4Thursday, 10:45 - 12:15

Throughout the past twenty years, with the advent of modern technologies and in particular Functional Magnetic Resonance Imaging, more is known than ever before about how students learn. The goal of this workshop is to bring together research and practice so that teachers can ensure that their teaching practices are aligned with how students learn. We will review the nine elements of the brain friendly classroom with specific strategies that are hands on and immediately applicable in the classroom.

The purpose of the Guidance Project is to research and implement best practices in the delivery of career guidance services to adult learners with the aim to improve the success rates of learners in the adult education and vocational training centres of the nine English School Boards. Under the guidance of Dr. John McCarthy, Director of the International Centre for Career Development and Public Policy, the team has met over the last 18 months to identify learner outcomes with the goal of aligning them to MELS desired outcomes. An inventory of activities is being developed and analyzed in order to have a clearer portrait of the present situation and to aid in future decisions regarding the best allocations of available resources.

By their nature, the effects of guidance activities are difficult to measure. Because of this, they run the risk of being put on the chopping block when decisions of funding cuts are being made. This team is looking toward developing ways of measuring and evaluating the effectiveness of guidance support activities. In this way, centres and school boards can make informed choices based on data and actual student success.

In this workshop, participants will have an opportunity to see the progress made in this project and offer feedback on the work done to date.

A. Brain-based Research

B. guidance Research Project: The impact of Career guidance on Adult learner Success - a Progress Report

Karen gazith

The guidance Project group

PPPROCEDE ConferenCe 2014

En 2009, le MÉLS enjoignait les commissions scolaires du Québec à contribuer à l’augmentation du nombre de jeunes de moins de 20 ans en formation professionnelle. Cinq ans plus tard, à quels constats arrivons-nous quant à cette injonction? Cet atelier présentera les résultats d’une recherche sur l’orientation, l’accès et le maintien des jeunes de moins de 20 ans en formation professionnelle sur l’île de Montréal. Il sera l’occasion de réfléchir à l’objectif ministériel au regard de la réalité vécue par les élèves, les enseignants, les professionnels et les directions d’écoles secondaire, de centres de formation professionnelle, et de centres d’éducation des adultes. Please note that this workshop will be conducted in French.

C. les jeunes et la formation professionnelle : une question de société, un enjeu pour la fP?

Dre. Sophie grossman

WORKSHOPsession 4Thursday, 10:45 - 12:15

Julie Hobbs

Carol marriott

D. Visible learning: How Do We make it So?

John Hattie’s research focuses on making learning visible to both teachers and students. What does he say are the “high-effect” influences that make the greatest differences in learning and student achievement? Learning targets, success criteria and meaningful feedback are a few of those influences. How can we effectively share this information with our teachers? How can we persuade our teachers to shift their practices to high effect strategies which will increase their students’ success? This workshop will explore these avenues and prepare you to introduce your teachers to the research of John Hattie.

Sophie Grossmann est professeure au département d’éducation et formation spécialisées de l’Université du Québec à Montréal depuis 2005. Elle est notamment responsable d’accompagner les étudiants du baccalauréat en enseignement professionnel dans leur perfectionnement disciplinaire et pédagogique. Ses travaux de recherche portent sur la construction identitaire et le développement professionnel des enseignants de FP ainsi que sur les politiques publiques en éducation.