Action

To successfully grow practice and sustain potential impact on increasing student achievement, Collaborative Learning among teachers requires an atmosphere in which system and school leaders are intentional in demonstrating they are equally committed to continuous learning alongside teachers, students and each other. - Dr. Lyn Sharrat, Setting the Table for Collaborative Professionalism

ACTION

How does a district move from pockets of improvement in some schools to improvement in most schools and most classrooms, then importantly to improvement in every school, in every classroom? In other words, how does a system or district move to ALL students showing growth and achievement?

1_G9_Math_EQAO_Highlights_10032016-REV.pptx
7_G9_2016_AppliedMath_Question9.pdf
8_G9_2016_AppliedMath_Question6.pdf

AEAC Reporting Tool

Deck_AEAC for distribution.pdf

Hattie's Visible Learning

“Visible teaching and learning occurs when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought, and when there are active, passionate, and engaging people (teacher, students, peers) participating in the act of learning. "

Hattie’s visible learning in 7 minutes.pptx

Building Teacher Quality, 2003 - John Hattie

We have also learned from Hattie (Building Teacher Quality, 2003) that schools can move from good-to-great and great-to-excellent by engaging in the following:

  • Create a climate that all are responsible for the progress of the students
  • Use information openly and intelligently
  • Use research-based evidence
  • Collaborate to improve learning
  • Develop expert teachers

Hattie found that practices like the following - when applied consistently, frequently and throughout the school - had a significant, positive impact on student learning:

  • When teachers provide clear learning goals so that students understand learning goals
  • When teachers develop challenging success criteria so that students are challenged by success criteria
  • When teachers utilize a range of learning strategies so that students develop a range of learning strategies
  • When teachers know when students are not progressing so that students know when they are not progressing.
  • When teachers provide feedback so that students seek feedback
  • When teachers visibly learn themselves so that students visibly teach themselves.