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It would be so nice to find a way to log the multitude of informal conversations that happen at ISL. A CLC wall (could be digital)...maybe this can be done in the staff room. Identify themes. Staff can then put their name beside an interest and/or move their name, and/or create a new strand of thinking. Interests will be visual...may get more people into the staff room. Collaboration on a wall!

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While away on the G8 field trip the late night "free" discussions turned more often than not toward work. The organic nature of the conversations allowed us to find themes amongst ourselves. The diverse nature of the group led to us all thinking about things from a different perspective. As a result I found out by chance that 4-5 other colleagues in different subject areas were interested in my CLC project. It was nice to hear what other people were working on and also their interests. Coming to the end of the school year, it was a refreshing way to hear the journey's that others had taken. It would nice to find a way to have this type of open forum where people find each other, hear each other. It would also be nice to extend this type of sharing to include LS teachers. Similarly, at the start of the school year, it would be nice to have an open forum where ideas are shared...followed by a session where like minded people come together...possibly resulting in more diverse groups. Allowing staff to make connections with each other in this format would make this a more collaborative method and more humanistic experience. The potential for professional growth would be amazing!!!

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It would be great to hear about the various projects from the people who conducted them.

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To meet the needs of different teacher-learners, we could have a multitude of ways of planning, recording and reflecting on professional growth. Not one system and one size fits all.

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While I understand some projects require more than one year, when people move in and out of strands, it will become difficult to continue. It would be more helpful if CLCs had to have a 1-year project with a goal completed.

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Collaboration does not work all the time. It would be nice to work on a personal project and share it to find connections.

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We would benefit from having a single page system that enhances teacher reflection and discussion as suggested within the committee.

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Give people the chance to work on their own and choose their own project. Enjoyed in the old scheme, having people coming in and observing you teaching and providing feedback.

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Give people the chance to work on their own and choose their own project. Enjoyed in the old scheme, having people coming in and observing you teaching and providing feedback.

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Good to work with people from different departments when we had critical friend enjoyed that aspect and the year to reflect on everything.

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We worked as a group in the school but also expanded and asked for external data to help with our CLC

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The idea of setting a goal at the start of a year and then assessing the progress at the end of the year is good but it is often difficult to collect and provide evidence, especially when the goal is more ethereal.

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The idea of setting a goal at the start of a year and then assessing the progress at the end of the year is good but it is often difficult to collect and provide evidence, especially when the goal is more ethereal.

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We took pieces and made them into a whole. We created a valuable tool for our team and the larger community, if they decide to access it. 

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We took pieces and made them into a whole. We created a valuable tool for our team and the larger community, if they decide to access it. 

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We found the inquiry projects quite interesting to carry out: working in groups on a specific theme, trying out new things in the classroom.  BUT the PGM continuum files to fill in in Cascade is tedious and does not contribute to our professional development.

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The benefits of the PGM and CLC is that teachers can choose a goal that allows them to look for creative solutions to challenges in their classroom or teaching. E.g. James M., Rachel and Dirk used creative ways to gather students feedback on learning; Richard H. and Annette created new inquiry-based homework frameworks to get students more involved in their own learning; Melanie and Valentine evaluated creative solutions for using technology as a format for organising research resources such as raindrop.io