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Flipping the Focus

This blog and discussion forum is being moderated as an expression of servant leadership in teaching & learning. As a collaborative tool for brainstorming enriching experiences for students, teacher learning groups, and district learning teams, we can inspire and build experiences to help empower each of us to personal leadership in learning. 

From the Archives

Making It Work ... Through An Equity Lens

3/2/2021

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Making It Work ... Quality Continuous Improvement Through An Equity Lens
Tips for Facilitating Professional Learning at School and System Levels
INTRODUCTION
Starting with Mathematics in September 2021, the Province of Ontario will launch a de-streamed, Grade 9 curriculum. This curriculum and its implementation will help educators to create the conditions for all students to be successful both personally and academically.

For example, many secondary school students, in general, have had few opportunities to experience the joy and wonder associated with learning mathematics--through culturally relevant and responsive teaching approaches that emphasize the human side of the side of mathematics--much of this due to a number of systemic barriers.

A successful implementation will require school boards and authorities to properly address each of the following aspects with rhythm and frequency, and together: identifying and confronting inequities at all levels; helping build the capacity of all educators to teach and lead in culturally-relevant and responsive ways; ensuring that conditions that support successful learning are in place and in use (e.g., for wellness, for building universally-designed learning environments); and increasing all student learning outcomes--engagement and achievement.  

How we build and sustain quality continuous improvement efforts for the implementation of de-streamed curricula will require that we re-imagine, and in some cases, reinvent, the way we approach teaching, learning and leading for learning across all levels of our organizations--from the classroom to the boardroom.

What we know about successful implementation is that year-over-year, short-term and cyclical cycles of monitoring and evaluation are necessary for schools to experience improvements in student learning (Hattie, 2015; Huber & Conway, 2015; Reeves, 2007). Improvement efforts marked by infrequent monitoring of strategies taken and impact on student learning result in either negligible or no improvements. When it comes to the strategies taken, educators need high-quality teaching resources, pedagogical supports, and professional learning that engender and communicate respect for equity and inclusion.

The remainder of this post presents a framework for a sample activity--a professional learning activity that you might find useful when thinking about your approaches to a successful implementation of de-streamed curricula. No matter your role in Education--teacher, school or system leader, trustee, parent council member--challenge yourselves to see a way forward through an equity lens.
FRAMING
Question: What might it mean to create, enact, and monitor through an equity lens?
Help provide a frame for others’ thinking by starting to look for previous knowledge and experiences on the topic. Try by asking the following open question: 

What might it mean to: 

  • Create;
  • Enact; and
  • Monitor Progress ...
...through an equity lens?

Facilitation Tip: Create an opportunity for your participants to code responses for themes and trends, as well as creating spaces for further thought. For example, facilitators can activate thinking by encouraging participants to extend their thinking--i.e., to a scenario that invites them to think beyond the/their current state.
ACTIVATING
Facilitation Tip: What might you now do to engage others in thinking further--more precisely--about various aspects that will help to ensure a successful implementation of de-streamed curricula?

Using an article, a study, or video, etc., have participants read/review, reflect and discuss what resonates with them. In the context of Mathematics Education in Ontario, great examples include:
  • Human Rights, Equity, and Inclusive Education in Mathematics (Curriculum Context, Mathematics 2020, Grades 1 to 8)
    • Reading 1
    • Reading 2 (Supplementary)
      • The Grade 9 Mathematics Curriculum Context (once released)
  • High-Impact Instructional Strategies (Videos)
    • Building a Learning Community
    • Fostering Student Autonomy
Facilitation Tip: To promote collaboration, provide participants with a shared document where they can record their Takeaways, Affirmations, and Wonderings (see Fig. 1, below). Properly-designed, facilitators might even create a space for the following:
  • Asking questions and making comments; and
  • Encourage coding comments through the use of highlighting. 
    • Highlighting and sorting can act as a way of getting ready to identify aspects worthy for monitoring implementation.
Fig. 1.
Reading and Reflection Template - Takeaways, Affirmations, and Wonderings
WORKING ON IT
Based on theory, practice, and taking a praxis approach to improvement, we can imagine three broad categories that will comprise much of an approach to supporting quality continuous improvement for the implementation of destreamed curricula.

For example, we might refer to these as Starting Points - Unlearning for Learning, Getting Messy - Understanding Contexts, and Navigating Messiness - Supporting Boards & School Authorities (see Fig.2).
Fig. 2.
3 categories comprising approach to supporting continuous improvement
Starting Points
When it comes to authentically addressing inequities, we must start with identifying and confronting our own beliefs and biases--the ‘confrontation’ is our growing critical consciousness (us) standing up for human rights, breaking down barriers that are oppressive for so many in our Educational systems. 


Getting Messy
Another key element to a successful implementation of any improvement effort is that of understanding contexts. A single, great idea never maps well into all contexts; nor does a single context specify the best approach. Approaches that are effective take into account an understanding of current needs, goals, and proposed ways of achieving system goals--e.g., Why this goal? Why now? Why is this approach important? What research is influencing your choice of approach? 


Navigating Messiness
It might seem logical to address these in order: Unlearning for Learning, followed by Understanding Contexts, and finishing with Supporting Boards and School Authorities. The reality is that there are a number of internal and external factors pushing systems in particular ways. Currently, there are many institutionalized practices that must be confronted for de-streamed curricula to support students as it’s intended. These practices are ingrained in the very way we engage addressing problems of practice. 


Recognize that authentic learning is messy; it’s not linear in its approach. With all improvement efforts, our goals (and processes for attaining them) are influenced by varying degrees of learner readiness. They also intersect--none of them greater than all of them. In fact, to get to deeper levels of learning, all aspects need to be monitored together, with rhythm and frequency, to have an impact on learning (student, educator, leadership, system).

​The table, below, provides an example of the relationship between these three aspects.
Classroom as Example - Starting Points, Understanding Contexts, and Navigating Messiness
Unpacking: The Classroom as an Example
Student and educator identities are not static; they are always evolving—sometimes shifting in significant ways; and at other times, becoming more nuanced. Contexts change as identities develop and the capacity of the classroom community shifts. Both Starting Points and Understanding Contexts are necessary at all times, are interdependent, and are marked by increased levels of autonomy and agency.

When Navigating Messiness, the fidelity of our programs to attaining goals is only as good as the questions we ask and use to guide our decisions and processes we take to answer them. Supporting students with a praxis approach to teaching and learning is not something that we ‘do’ once a year or at the end of a term; rather, it’s done continuously over the year (see Fig. 3, below). The only way to properly know that we can reach outcomes with fidelity is if we’re paying attention to how student identity and classroom community are challenging the questions we’re asking and how we go about answering them with students.
Fig. 3.
Year-long Approach to Quality Continuous Improvement
Facilitation Tip: What might this look like for different audiences? Or in your own role? Invite small, homogeneous groupings to share what it might mean to Start-Understand-Navigate in their own roles and contexts (see Fig. 4, below).
Fig. 4.
Table for different audiences (teachers, administrators) to describe in their own context
CONSOLIDATE & DEBRIEF 
Facilitation Tip: 
  • Step 1: Have homogeneous and role-specific groups participate in a jigsaw activity to help mobilize thinking, inspire further collaboration and deepen learning. 
  • Step 2: Form mixed-role groups to introduce a greater degree of diversity of thought and action related to how effectively schools can work to meet their goals for successfully implementing de-streamed curricula.
REFLECT
Facilitation Tip: Have participants complete an exit survey that brings them back to the questions posed at the outset of the learning experience (see Part B, below). The survey could be comprised of any or all of the following questions:

​Part A - Reflection & Feedback
  • What did you like about the session?
  • What’s something you learned?
  • What are you still wondering? Or would like to know more about?
  • How might you use this information in your own work?
Part B - “I Used to Think, Now I …”
  • What might it mean to create through an equity lens?
  • What might it mean to enact through an equity lens?
  • What might it mean to monitor progress through an equity lens?
FINAL THOUGHTS
In closing, I can't help but to think of the conversations that will occur as we take collective action to improve student learning. As this blog is a means for readers to find inspiration and network for learning together--gradually changing the context for how we all learn, teach and lead--we all benefit by drawing nearer to the perspectives shared here and shared beyond with our professional learning networks.

If at any time, you have questions or comments, or would like to discuss how we can collaborate, feel free to reach out to me.
CONTACT
Collaborate
​​Professionally Yours,

Chris Stewart, OCT
Educational Consultant, Flipping the Focus (c) 2021
REFERENCES & OTHER SUGGESTIONS

References:
Hattie, J. (2015, February). High-Impact Leadership. Retrieved from 
http://www.ascd.org/publications/educational_leadership/feb15/vol72/num05/High-Impact_Leadership.aspx 
​
​
Huber, D. J., & Conway, J. M. (2014, November 30). The Effect of School Improvement Planning on Student Achievement. Retrieved from https://eric.ed.gov/?id=EJ1145448

Government of Ontario. (2020). Human Rights, Equity, and Inclusive Education in Mathematics. Retrieved from
https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/context/some-considerations-for-program-planning-in-mathematics#human-rights-equity-and-inclusive-education-in-mathematics


Reeves, D. B. (2007, December). Leading to Change / Making Strategic Planning Work. Retrieved from http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Making-Strategic-Planning-Work.aspx

Suggestions:
  • Blog Post on Academic Streaming (Part 1, Part 2, Part 3) by Educator, Jason To
  • High-Impact Instructional Strategies (Videos)
    • Building a Learning Community
    • Fostering Student Autonomy
  • Magazine Article: Mathematics in Context - The Pedagogy of Liberation
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A Conceptual Model for Improvement in Mathematics Teaching & Learning

1/14/2020

0 Comments

 
Welcome back to Flipping the Focus.
In the last post, you read about some of the key characteristics of instructional leaders. These characteristics were drawn from interviews held with a small group of school administrators, here, in Ottawa, Ontario. Themes and guiding questions for leaders' professional learning that emerged from the analysis of interview transcripts are featured below (Fig. 1).
Attributes of Instructional Leadership
Fig. 1 - Attributes of Instructional Leaders
From these interviews, past experiences with whole-system improvement, and more recent conversations with school and system leadership, leads us to the following, question—a question that reminds us of our shared responsibility "...to promote a culture of reflection, collaborative inquiry and shared responsibility for continuous improvement at both...board and...school [levels] (School Effectiveness Framework, p8). 

How might system and school leaders best work
together to shaping a coherent
 ​improvement
model for Mathematics teaching & learning?

The remainder of this post aims to answer this question—by proposing a conceptual model that can be used to guide collaborative inquiries that serve as a vehicle for system-wide improvement in Mathematics.
Shifting Pedagogical Practice: System-Wide, Professional & Collaborative Learning in Mathematics Education, K to 12
Planning, Implementing & Monitoring System Improvement in Mathematics
Where to start?
A model for system improvement--one that is multi-year, -faceted, invites reflection and is relevant--can begin by using a logic model for planning. In Fig. 2, below, a general logic model has been drafted to focus on the development of instructional leadership through principal inquiry. In a coincident manner, a multi-faceted planning model also takes into account the development of knowledge and skills in those who can support an education system's priorities. In this particular model, teachers, program leads and facilitators comprise a group, whose learning needs (met), can contribute greatly to overall program success. 

Plans of this nature invite continuous reflection--both within the program (Efficiency; identify and recognize tangible results) and across the program and its anticipated outcomes (Effectiveness; observing and measuring change over time). Reflection and the flexibility of the plan then allow for continuous improvement to occur--that is, consistently adapting the plan-in-action, based on practice-based evidence collected in an ongoing manner, until the prioritized need is met. 
​

For example, adapting the plan-in-action can involve changes to structures, learning processes and resources represented in a school's improvement plan (see Fig. 3, below), where the principal leads communication around such changes for moving forward with teachers and other staff to meeting their school's goals. Communicating such changes with the district planning team then helps to shape board improvement planning (informing how school districts can respond just-in-time to program changes in structures, learning processes and resources/supports) that supports both schools and district in meeting the shared, prioritized need. 
System Improvement Planning Model for Mathematics
Fig. 2 - Logic Model for System Improvement in Mathematics (Draft)
The relevance of the plan relates to how well the program influences the multi-year outcomes. Performance measurements (quantitative) can help to describe relevance as well as qualitative measures of program interest. Measures of interest take into consideration the relevance of the program to all those who are focusing direction, enacting leadership and supporting one another to addressing the prioritized need. Getting to relevance with multiple, interest groups (school leaders, teachers, program leads, facilitators and students) requires that the members of each group are motivated for continuous learning--i.e., along the way, they are personally and collectively building relationships, finding meaning, growing competence and autonomy and addressing accountability.
School Improvement - Cycles of Inquiry
Fig. 3 - Cycles of Inquiry for School Improvement Planning
Above all else, it's important for all leaders--district, school and those in informal leadership roles--to keep the following principles in mind to building and sustaining the success of a multi-year improvement plan (Leithwood, 2019):
  • Be persistent and resilient;
  • Pay unwavering attention to the same goal; 
  • Use evidence to ensure the integrity of decisions
Performance Implementation Curve
Fig. 4 - Implementation Curve
With any change in improvement programming, it's common to experience an "implementation dip" (see Fig. 4). To minimize the depth and length of such a 'dip', it's critical that these principles be shared, encouraged and practiced to maintain high levels of program interest (relevance). And along the way, it's important to monitor that more is being done and less is said (see Fig 5, below). If the gap between having to say and do is shrinking (with positive, observable and measurable changes over time), then the model for system improvement is working in the right direction (relevance).
YEAR 1
YEAR 2
YEAR 3
Fig. 5 - Linking what we say and do to meeting system and school priorities
Communication with District-Level Teams
When systems of education encourage internal accountability—i.e., by taking a developmental approach to evaluation—and are attending to communicating with all shareholders with rhythm and frequency about their learning, they are then better able provide the necessary resources, professional learning and support for monitoring the ongoing, collaborative work within and across schools. Basing future support on the outcomes of a particular year, with consideration to long-term goals, will go a long way to ensuring there is coherence between the system and its schools.
Program Example - A Conceptual Model
-Principal Learning Inquiry for Improving Mathematics Teaching & Learning-
What could such a program do (efficiency) and achieve (effectiveness)?
Based on your past experiences with whole-system improvement in Mathematics Education (relevance), and more recent conversations with school and system leadership, what might a program look like that meets such a need (Fig. 2)? And further to this, how might such a program work towards demonstrating its outcomes, year-over-year? ​
Leadership Content Knowledge
Fig. 6 - Attributes of Leadership Content Knowledge
​Let's start with the end in mind--a backwards-design approach. The objective of the program model, in this educator group (school administrators), is to increase both individual and collective leadership content knowledge for improvement in Mathematics.  The three goals to developing this type of knowledge (Stein & Nelson, 2003) are featured in Fig. 6. That is, instructional leaders know:
  • ​1-What effective mathematics instruction looks like;
  • 2-How to encourage strong mathematics instruction when it is not yet present; and 
  • 3-How to create a culture of learning that supports all students developing and expressing mathematical identity and agency.​ ​
What's important to identify is that these three elements are not mutually exclusive--i.e., they should and can develop together. Culture, in and of itself, will not be influenced merely by the first two elements--sure enough, these elements are key to growing a mathematics learning culture, and as such, culture will always be influenced by the outcomes from monitoring both the identification and response to a lack of effective mathematics instruction over time. For the purposes of this model--set in the context of starting a Principal Learning Inquiry Network--the outcomes for Years 1 and 2 should focus predominantly on elements 1 and 2.

YEAR 1
In Year 1, there could more of an emphasis on what to look for ('SAY') with less accountability around how to respond ('do'): It's hard to invite teachers to professional learning that deepens subject content knowledge and/or to explore different pedagogical practices when one doesn't necessarily have an understanding of how to develop mathematical content knowledge for teaching-MK4T (Ball, Thames & Phelps, 2008) nor has invested enough time into developing their own MK4T (See Fig. 7). 
Mathematical Content Knowledge for Teaching
Fig. 7 - Content Knowledge for Teaching
YEAR 2
With a growing sense of confidence and efficacy to supporting educators' professional learning in Mathematics, Year 2 for the Principal Learning Inquiry Network would shift more to a say-DO model--i.e., less time building personal MK4T; more time spent supporting teacher, professional learning. A key aspect to this type of learning, and in relation to long-term commitment to building culture, school administrators cannot relinquish this role to others. Aside from the sizable effect that teachers can have on the success of their students' learning (effect size: 1.57; hinge point: 0.40), school administrators are next-in-line contributors, as they can greatly influence (effect size: 0.84) the quality of teaching in their schools (Robinson, 2007). Certainly, "When it comes to supporting educators as they learn and work to improve student achievement, nothing a principal does 'has a bigger payoff than learning visibly and publicly alongside staff in a school'" (Katz & Dack in Principal as Co-learners: Supporting the Promise of Collaborative Inquiry, 2014).


YEAR 3+
Following the growing success experienced in Years 1 and 2,--efficiency within and effectiveness across--Year 3+ continues to focus on building subject matter knowledge and to respond when mathematical teaching practices have not yet been optimized (i.e., say-DO)--altogether, the improvement model for school administrators' learning sustains its relevance by continuously sharpening its focus (precision) while remaining responsive to the group's needs (personalization).
Principal Learning Inquiry: Maintaining Effectiveness​--What Gets Measured? And When?
From the outset, it's important to recognize that the most important outcome--student learning...as evidenced by changes seen at the 'student desk'--is typically the most distant outcome to a school administrator's learning and professional practice. As system improvement is multi-faceted (e.g., administrators and teachers both engaged in collaborative, professional learning inquiries), administrators need to determine how they can best engage in their own inquiries in co-relation to the professional learning of their staff. As referenced above: 

"...nothing a principal does 'has a bigger payoff than
learning visibly and publicly alongside
​staff in a school.'"

This co-relation of study can be done, ultimately, by focusing on the work and thinking that comes from the 'student desk.' That is, for principals to have the greatest impact on the quality of teaching in their schools, they need to minimize their distance from the most important outcome--student learning. The table in Fig. 8 takes this further by summarizing and reviewing much of the information provided in this section. 
Principal Learning Inquiry for Improving Mathematics Teaching & Learning
Fig. 8 - Overview: Principal Learning Inquiry for Improving Mathematics Teaching & Learning
As school administrators work towards building their leadership content knowledge, reaching one's goals depends on learning how to get there--i.e., the look-fors and/or actions that can be taken (success criteria). Adapted from Small and Duff (2018), administrators can focus their own inquiry (in co-relation to the studies of their school learning teams) by learning what to look for and expect of themselves, teachers and students in the classroom setting. Also in Fig. 8, outside of the classroom, administrators can also come to better understanding of what they need to look for and expect of themselves and teachers.
Final Remarks
Earlier in the post, you read about the communication of learning (two-way) between district- and school-levels. This has been repeated, below, as a reminder of the great privilege and shared responsibility that we all have in improving the quality of students' learning experiences in Mathematics.
When systems of education encourage internal accountability—i.e., by taking a developmental approach to evaluation—and are attending to communicating with all shareholders with rhythm and frequency about their learning, they are then better able provide the necessary resources, professional learning and support for monitoring the ongoing, collaborative work within and across schools. Basing future support on the outcomes of a particular year, with consideration to long-term goals, will go a long way to ensuring there is coherence between the system and its schools.
In closing, I can't help but to think of the conversations that can be inspired when we take collective action to improving student learning. As this blog is a means for readers to network and gradually change the context for how they learn, teach and lead, we all benefit by drawing nearer to the perspectives shared here and shared beyond with our professional learning networks.
​
I am more than happy to collaborate with you and make our learning visible, here. If at any time, you have questions or comments, please feel free to reach out to me at Flipping the Focus. 

Professionally Yours,

Chris Stewart, OCT
Educational Consultant at Flipping the Focus (c) 2020
CONTACT
COLLABORATE
References
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389–407. doi: 10.1177/0022487108324554

​Flipping the Focus. (2018). Action to Impact: Growing Student Agency through Professional Learning in Math. Retrieved from https://create.piktochart.com/output/31067617-action-to-impact-growing-student-agency-through-pl-in-math.

Flipping the Focus. (2019, November 4). Instructional Leadership in Mathematics - Administrators' Perspectives. Retrieved from https://flippingthefocus.weebly.com/blog/instructional-leadership-in-mathematics-administrators-perspectives.


Government of Ontario. A Guide to Outcome-Based Performance Measurement in the OPS: Tools and Resources for the Development and Reporting of Outcomes (n.d.). Toronto, ON.

Government of Ontario. (2013). The K–12 School Effectiveness Framework: A Support for School Improvement and Student Success. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/framework.html

Leithwood, K. (2019, March). Leading Student Achievement - Networks for Learning. Learning Leadership for Math Success. Ottawa.

Rippe, S. J. (2018, March 28). When Our Best Plans Fail. Retrieved from http://edvisions.org/when-our-best-plans-fail/.
 
Robinson, V. (2007). School Leadership and Student Outcomes: Identifying What Works and Why. In ACEL Monograph Series (Vol. 41). Victoria, Au: Australian Council for Educational Leaders. Retrieved from https://www.academia.edu/19677172/School_Leadership_and_Student_Outcomes_Identifying_what_Works_and_why_Best_Evidence_Synthesis_Iteration_BES_ 


Small, M., & Duff, D. (2018). The School Leader's Guide to Building and Sustaining Math Success. Alexandria, VA: ASCD.

Stein, M.K. & Nelson, B.S. (2003). Leadership Content Knowledge. Educational Evaluation and Policy Analysis, 25, No. 4, page 424.


Visible Learning. (2017, November). Backup of Hattie's Ranking list of 256 Influences And Effect Sizes Related To Student Achievement. Retrieved from https://visible-learning.org/backup-hattie-ranking-256-effects-2017/. ​
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    Chris Stewart, OCT Educational Consultant, Flipping the Focus

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    I am passionate about leadership for learning and teaching and learning through inquiry. Through collaborative exploration of high-yield, pedagogical strategies, I have been able to further engage students to deepen their learning and fellow educators in continuously growing their practice--Flipped Learning, Thinking Classrooms, culturing Student Voice, and balancing approaches to instruction in Mathematics--as examples.  I hope that this site serves you well in your educational journey through teaching and learning by moving professional learning into your time ... your space. If you have questions or feedback, please feel free to contact me. Sincerely, Chris Stewart (OCT).

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I am passionate about leadership for learning and teaching and learning through inquiry. Through collaborative exploration of high-yield, pedagogical strategies, I have been able to further engage students to deepen their learning and fellow educators in continuously growing their practice--Flipped Learning, Thinking Classrooms, culturing Student Voice, and balancing approaches to instruction in Mathematics--as examples. I hope that the sites and resources I have created serve you well in your educational journey through leadership for learning, teaching and learning by moving professional learning into your time ... your space. If you have questions or feedback, please feel free to contact me. Sincerely Yours, Chris Stewart |OCT | Founder & Educational Consultant, Flipping the Focus.

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