https://padlet.com/j_travthom/nrlvqgmlmin6 SAO conversations - All Staff Jan 2017 en-us 2017-01-26 19:43:45 UTC 2017-02-02 15:49:14 UTC hello@padlet.com robert_stones https://padlet.com/j_travthom/nrlvqgmlmin6/wish/151154646 Collecting data that is as close to the classroom as we can get to monitor student learning and instructional practice - the tool(s) are not easily identified]]> 2017-02-02 14:50:08 UTC https://padlet.com/j_travthom/nrlvqgmlmin6/wish/151154646 https://padlet.com/j_travthom/nrlvqgmlmin6/wish/151155438 Perhaps we don't need ongoing regular access to resources, perhaps what we need is ongoing, regular review of/access to resources that are being used across the province .

Support for principals continues to be a need...PD in a bag?

On the Francophone side, Curriculum and Guides are the main resources used, because of limited/expensive access to other published materials.  What is the impact of this?

For SAO Capacity building:  Is the math content piece the only 'commonality' in our work as SAO's across the province?  In what ways might our Cap Building team differentiate support for SAOs, i.e., some support for facilitation skills, content areas, etc. 
Access to research-based practices in pockets...how 

Emerging tensions:
-role of math leads and SAO engagement with the leads in Board
-relationship/role of SAO depends on hierarchical structure of Boards, dependent on willingness/expertise of SAO to engage
-Are SAOs really aware of all the resources available, i.e., on EDUGAINS, etc. 
-the move to virtual/optional provincial sessions has sometimes made it difficulct to support Boards, i.e., if they 'opt out' of sessions 





]]> 2017-02-02 14:51:38 UTC https://padlet.com/j_travthom/nrlvqgmlmin6/wish/151155438 robert_stones https://padlet.com/j_travthom/nrlvqgmlmin6/wish/151157194 How do you test reliability and validity when classrooms are using all different assessment tools to monitor?]]> 2017-02-02 14:54:55 UTC https://padlet.com/j_travthom/nrlvqgmlmin6/wish/151157194 robert_stones https://padlet.com/j_travthom/nrlvqgmlmin6/wish/151159094 Our focus on impact needs to be on learning that leads to changes in instructional practice
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Emerging tensions:
-value of this data-collection..where is it going?
- academic rigour/cognitive dissonance at our staff meetings
-do we have 'propriety stance' on how educators should learn, how SAOs learn (is this conversation a reflection of that?)? How do we support educators/SAOs to 'stretch' their thinking?

What might be the impact of revisiting (in a deep way) the curriculum and Guides to the Effective Instruction as SAOs? with our Boards? 
How do we create the conditions in our own learning that challenge/push our thinking?

 

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