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The technical learning curve has been very steep for teachers this year.  Having one-to-one support has really helped many of them to get over the hump and begin to feel confident in their ability to teach using technology.  I used to hear teachers say, "Technology doesn't like me so I am not going to try that."  Now they are saying, "Technology doesn't like me, thanks for helping me figure it out."

- Russell

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It was an experience that struck me on two levels both as a participant and supporter.

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-ongoing
-initial and follow-up PD
-time for collaboration and planning built in
-collaboration with Tracy L. (FNIM)
-strategies and tools to support teachers in implementation collated on LibGuide

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This cohort of new teachers in our division had the opportunity to collaborate in 2 half day sessions. They were very open to sharing what areas they needed more support and learning in, as well as sharing resources amongst the group.  I was able to follow up this learning with classroom visits and collaborative planning.  It was a great small group to work with and support this year :)

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Every community, after school PD, LLC, etc. all offered a gift of growth in some capacity. Together they bridged an underlying theme of the new strategic plan. It was a way to think And model holistically about our dynamic work as educators.

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Professional learning where participants were engaged in experiential relevant activities.

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Professional learning where participants were engaged in experiential relevant activities.

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I just recently did this conference. It was great because I was able to connect the leadership research and learning to all of the other great learning experiences I had this year. I also had a chance to learn from others from around the world through break out rooms where we shared ideas. Lots of new perspectives to synthesis into my own.

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Sufficient Wifi is important for this work, and basically the #1 need for all online work.

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It was focused, timely, and interactive. Teachers went away with concrete supports, and had lots of time to collaborate and share. Community partners we part of the planning.

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I noticed many times this year where members of our team worked with a teacher in a workshop, then followed with them at the school level. I thought this was successful because it moved some of our professional learning support into the classroom, but also helped teachers to create a network of relationships. A few times in leadership learning communities this led to teachers providing support to other teachers as well!

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Providing responsive learning opportunities based on teacher/admin feedback.

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Providing responsive learning opportunities based on teacher/admin feedback.

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Throughout the year, I was able to bring together our elementary arts ed teachers for professional development that supported the different strands of the curriculum.  Teacher leaders contributed to leading this work, as well as those in our afterschool Playshop series.

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Synchronous learning should be designed to engage teachers in community and provide experiential learning 

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Synchronous learning should be designed to engage teachers in community and provide experiential learning 

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Asynchronous learning can provide background info, time to learn and reflect at your own pace

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How can we mirror the learning that would have been hands on at our arts education PD sessions to the learning that is shared online?

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Blended Learning still needs an active facilitator

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Blended Learning still needs an active facilitator

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As we move PD into an online platform, the relationship of facilitator to learner is actually more important than it is in face to face PD.  It is important for learners (teachers in this case) to know there is a person on the other end of the CANVAS course that they can relate to, and that knows, values, and believes in them.

- Russell

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Creating connected experiences, allowing space for sharing and collaboration, using reflective questions.

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Creating connected experiences, allowing space for sharing and collaboration, using reflective questions.

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Provide practical supports i.e. How does the theory translate into practice?

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Provide practical supports i.e. How does the theory translate into practice?

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Some feedback I received this year was there are 'too many' initiatives that live in silos.  Are we asking schools to 'choose'?  How can our work live together while still addressing the nuanced details that need to be considered?  Or can it?

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Consider Teachers, Families and Students

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Consider Teachers, Families and Students

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Do not overwhelm teachers and students with overloading programs, times, lengthy paragraphs and provide as much how-to short clips as possible

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Gentle and smooth introduction - when teachers feel successful they continue the learning. Do not overwhelm with  content - cognitive load is important to note. Practical application and transfer to classroom key.

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How can Canvas be a shared space for collaboration?

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How can Canvas be a shared space for collaboration?

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How will professional learning be supported and shared with our school administrators?

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How will professional learning be supported and shared with our school administrators?

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To classroom practice
Ideas teachers can use that are developmentally appropriate.
To curriculum

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Building relationships with students in a virtual learning environment

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Building relationships with students in a virtual learning environment

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What will this look like?  Who has expertise in this area and is willing to share how he/she has successfully continued or built rapport with students in online learning?

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What do our schools/ teachers need it to be?
What will meet the needs and have the impact?
How will be support this?

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How can relationships with teachers continue to grow outside of online learning sessions?

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How can relationships with teachers continue to grow outside of online learning sessions?

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Continue to provide professional development for leadership cohorts on equity. 

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Continue to provide professional development for leadership cohorts on equity. 

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What will the role of consultant look like moving forward in a blended learning model?

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What will the role of consultant look like moving forward in a blended learning model?

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In literacy, for example, some teachers still have never had learning opportunities for practices other than PWIM. So they are starting from the beginning. Others have engaged in a lot of learning opportunities and can go deeper. We need to consider what formats or platforms will best support the learning needs of teachers at different entry points

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Having the right voices at the table.

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How can we focus the work so that it doesn't overwhelm teachers?

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How can we focus the work so that it doesn't overwhelm teachers?

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What have we done during this time to support Indigenous students so far?

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What are the most effective assessment practices in a blended learning model?

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What are the most effective assessment practices in a blended learning model?

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Build relationships with families...how do we do this online?

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How are teachers and caregivers feeling?

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Continue to model instructional processes and practices that support equity during PD facilitation.

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Continue to model instructional processes and practices that support equity during PD facilitation.

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How do we assess culturally responsive approach to online teaching?

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How do we assess culturally responsive approach to online teaching?

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If we value providing in-time support, and also value focusing on Indigenous student success, how can we assess where we are at so we can provide effective supports for teachers in this area?

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Continuation of an ongoing project that was built over time, was relevant, useful, practical and had content that teachers could use in different ways to support their learners.

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The Learning needs to guide the platform use, tool use, and what you create -- - not the other way around - - if the tech drives the learning, learners will not engage in the same way - - considering multiple types of text to engage with (videos, screencasts, pics, blogs, discussions, etc) is key!!!  They have to feel like they are able to learn at their own pace and directed in their own way.

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Teachers need multiple ways to access the PD and at multiple times, especially if these PD's are not required - our after school sessions, as great as they are, continue to support only those who have free time after school, or those who are ready for that learning (which is at times above them) - - I continue to wonder how to support our teachers who are at different levels

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We have to make access to ALL our supports in a way that's EASY and QUICK for our teachers and admin - - they don't have time to search 10 places - - the way we've been feeling switching from teams to one note to email to this to that - - that's ok for a more advanced tech learner - - it doesn't work for MOST of our teachers ....we have to share with our learners WHERE they are at.  They also don't have time at a certain time, to access those resources.... I fear our sessions after school, though relevant and timely to those who can attend, have created greater gaps in learning - - I feel our time would be better served supporting schools or groups of schools versus just leaders (Like LLC did)