ABSTRACT Professionals can talk about students and their learning, but using evidence to improve ... more ABSTRACT Professionals can talk about students and their learning, but using evidence to improve learning is most powerful when those conversations take place among the students themselves. In this chapter Linda Kaser and Judy Halbert describe how criteria developed with students for improving their reading can lead to meaningful evidence-informed conversations among the students themselves. Through participating in a networked learning community in British Columbia, Canada, teachers developed sufficient understanding of the principles of assessment as learning to be able to implement them in their classrooms. These efforts resulted in the best of evidence-informed conversations in which the students took responsibility for improving their reading.
Professional inquiry networks are becoming essential features of effective, innovative, and respo... more Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work with a team of British Columbia district leaders who use inquiry as a primary means for shifting practice and supporting innovation and change that benefit all learners. The authors argue that networking enables ways for districts to share emerging practices, engage in collective dialogue, draw from exemplary research, and deeply reflect on impacts. In doing so, leaders build strong relational ties and professional capital that accelerates innovation between and among district leaders. Two specific cases develop a deeper understanding of how change is taken up and accelerated at the local level, providing examples of how inquiry networks operate across multiple sites and simultaneously seed and nurture innovative thinking.
Professional inquiry networks are becoming essential features of effective, innovative, and respo... more Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work with a team of British Columbia district leaders who use inquiry as a primary means for shifting practice and supporting innovation and change that benefit all learners. The authors argue that networking enables ways for districts to share emerging practices, engage in collective dialogue, draw from exemplary research, and deeply reflect on impacts. In doing so, leaders build strong relational ties and professional capital that accelerates innovation between and among district leaders. Two specific cases develop a deeper understanding of how change is taken up and accelerated at the local level, providing examples of how inquiry networks operate across multiple sites and simultaneously seed and nurture innovative thinking.
School Leadership - International Perspectives, 2009
ABSTRACT This chapter describes a development program for new leaders in British Columbia, Canada... more ABSTRACT This chapter describes a development program for new leaders in British Columbia, Canada. Three main sources informed this program: case study analysis of Canadian school leaders involved in action research and team inquiry; the research evidence about school leadership from studies by Leithwood and his colleagues; and the findings and recommendations from Huber’s study of international leadership development programs. The program is intended to create an evidence-informed approach to school leadership development and to establish a distributed team of leaders who will make a significant difference to the learning of young people in their schools. The initial program results are promising and warrant further research. This chapter reports on the evidence used to inform the program content, emphasizes the importance of inquiry-mindedness for new leaders, and describes the program design elements based on international leadership research findings.
Professional Learning Conversations: Challenges in Using Evidence for Improvement, 2009
ABSTRACT Professionals can talk about students and their learning, but using evidence to improve ... more ABSTRACT Professionals can talk about students and their learning, but using evidence to improve learning is most powerful when those conversations take place among the students themselves. In this chapter Linda Kaser and Judy Halbert describe how criteria developed with students for improving their reading can lead to meaningful evidence-informed conversations among the students themselves. Through participating in a networked learning community in British Columbia, Canada, teachers developed sufficient understanding of the principles of assessment as learning to be able to implement them in their classrooms. These efforts resulted in the best of evidence-informed conversations in which the students took responsibility for improving their reading.
1. Moving from Sorting to Learning - New Mindsets Required 2. Intense Moral Purpose 3. Trust - Re... more 1. Moving from Sorting to Learning - New Mindsets Required 2. Intense Moral Purpose 3. Trust - Relationships First 4. Inquiry - Questions before Directions 5. Learning for Deeper Understanding 6. Evidence-Seeking in Action 7. Learning-Oriented Design 8. Leadership, Connections and Good Work
When the Network of Performance Based Schools was first developed in 1999, we strongly believed t... more When the Network of Performance Based Schools was first developed in 1999, we strongly believed that teams of teachers and principals working together and using powerful forms of classroom assessment could have a positive impact on learner confidence. Many teachers and principals agreed with us that learning gains were more likely to result from active use of thoughtful formative assessments at the classroom and school levels than from additional use of external forms of assessment.
Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Mon... more Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. Érudit offre des services d'édition numérique de documents scientifiques depuis 1998. Pour communiquer avec les responsables d'Érudit:
Mcgill Journal of Education Revue Des Sciences De L Education De Mcgill, Oct 12, 2008
In an effort to intentionally create the level of deep learning necessary for practitioners to ma... more In an effort to intentionally create the level of deep learning necessary for practitioners to make meaningful changes in their classrooms, professional networks are increasingly being promoted as mechanisms for knowledge creation that can makes a difference for students. This paper explores the way networks function by testing a theory of action within the Network of Performance Based Schools (NPBS) in British Columbia, Canada. It presents networks as collaborative systems that support particular ways of working and find expression within two distinct organizational units -the network itself and its participant schools.
ABSTRACT Professionals can talk about students and their learning, but using evidence to improve ... more ABSTRACT Professionals can talk about students and their learning, but using evidence to improve learning is most powerful when those conversations take place among the students themselves. In this chapter Linda Kaser and Judy Halbert describe how criteria developed with students for improving their reading can lead to meaningful evidence-informed conversations among the students themselves. Through participating in a networked learning community in British Columbia, Canada, teachers developed sufficient understanding of the principles of assessment as learning to be able to implement them in their classrooms. These efforts resulted in the best of evidence-informed conversations in which the students took responsibility for improving their reading.
Professional inquiry networks are becoming essential features of effective, innovative, and respo... more Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work with a team of British Columbia district leaders who use inquiry as a primary means for shifting practice and supporting innovation and change that benefit all learners. The authors argue that networking enables ways for districts to share emerging practices, engage in collective dialogue, draw from exemplary research, and deeply reflect on impacts. In doing so, leaders build strong relational ties and professional capital that accelerates innovation between and among district leaders. Two specific cases develop a deeper understanding of how change is taken up and accelerated at the local level, providing examples of how inquiry networks operate across multiple sites and simultaneously seed and nurture innovative thinking.
Professional inquiry networks are becoming essential features of effective, innovative, and respo... more Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work with a team of British Columbia district leaders who use inquiry as a primary means for shifting practice and supporting innovation and change that benefit all learners. The authors argue that networking enables ways for districts to share emerging practices, engage in collective dialogue, draw from exemplary research, and deeply reflect on impacts. In doing so, leaders build strong relational ties and professional capital that accelerates innovation between and among district leaders. Two specific cases develop a deeper understanding of how change is taken up and accelerated at the local level, providing examples of how inquiry networks operate across multiple sites and simultaneously seed and nurture innovative thinking.
School Leadership - International Perspectives, 2009
ABSTRACT This chapter describes a development program for new leaders in British Columbia, Canada... more ABSTRACT This chapter describes a development program for new leaders in British Columbia, Canada. Three main sources informed this program: case study analysis of Canadian school leaders involved in action research and team inquiry; the research evidence about school leadership from studies by Leithwood and his colleagues; and the findings and recommendations from Huber’s study of international leadership development programs. The program is intended to create an evidence-informed approach to school leadership development and to establish a distributed team of leaders who will make a significant difference to the learning of young people in their schools. The initial program results are promising and warrant further research. This chapter reports on the evidence used to inform the program content, emphasizes the importance of inquiry-mindedness for new leaders, and describes the program design elements based on international leadership research findings.
Professional Learning Conversations: Challenges in Using Evidence for Improvement, 2009
ABSTRACT Professionals can talk about students and their learning, but using evidence to improve ... more ABSTRACT Professionals can talk about students and their learning, but using evidence to improve learning is most powerful when those conversations take place among the students themselves. In this chapter Linda Kaser and Judy Halbert describe how criteria developed with students for improving their reading can lead to meaningful evidence-informed conversations among the students themselves. Through participating in a networked learning community in British Columbia, Canada, teachers developed sufficient understanding of the principles of assessment as learning to be able to implement them in their classrooms. These efforts resulted in the best of evidence-informed conversations in which the students took responsibility for improving their reading.
1. Moving from Sorting to Learning - New Mindsets Required 2. Intense Moral Purpose 3. Trust - Re... more 1. Moving from Sorting to Learning - New Mindsets Required 2. Intense Moral Purpose 3. Trust - Relationships First 4. Inquiry - Questions before Directions 5. Learning for Deeper Understanding 6. Evidence-Seeking in Action 7. Learning-Oriented Design 8. Leadership, Connections and Good Work
When the Network of Performance Based Schools was first developed in 1999, we strongly believed t... more When the Network of Performance Based Schools was first developed in 1999, we strongly believed that teams of teachers and principals working together and using powerful forms of classroom assessment could have a positive impact on learner confidence. Many teachers and principals agreed with us that learning gains were more likely to result from active use of thoughtful formative assessments at the classroom and school levels than from additional use of external forms of assessment.
Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Mon... more Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. Érudit offre des services d'édition numérique de documents scientifiques depuis 1998. Pour communiquer avec les responsables d'Érudit:
Mcgill Journal of Education Revue Des Sciences De L Education De Mcgill, Oct 12, 2008
In an effort to intentionally create the level of deep learning necessary for practitioners to ma... more In an effort to intentionally create the level of deep learning necessary for practitioners to make meaningful changes in their classrooms, professional networks are increasingly being promoted as mechanisms for knowledge creation that can makes a difference for students. This paper explores the way networks function by testing a theory of action within the Network of Performance Based Schools (NPBS) in British Columbia, Canada. It presents networks as collaborative systems that support particular ways of working and find expression within two distinct organizational units -the network itself and its participant schools.
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