Good+Spirit+School+Division


 * Name ||  || School || What do you Do? || Email || Other email || Blog || Twitter || Skype || Delicious || Flick ||
 * Susan Muir ||  || GSSD || K - 4 Math Coach || smuir@mail.gssd.ca ||   || [] || susanmuir70 || susanmuir70 || [] ||   ||
 * Susan Robertson ||  || GSSD || Literacy Coach || srobertson@mail.gssd.ca || robertsonsusan12@gmail.com || @http://literacycoachsusanrobertson.yolasite.com/ || susanrobertson8 || susan.robertson88 || [] ||   ||
 * Andrea Hnatiuk ||  || GSSD || Literacy Coach || ahnatiuk@mail.gssd.ca || ahnatiuk@sasktel.net || [] || ahnatiuk || andrea.hnatiuk || [] ||   ||
 * Jan Niebergall ||  || GSSD || Literacy Coach || jniebergall@mail.gssd.ca ||   ||   ||   || gradefour1 ||   ||   ||
 * Charlotte Raine ||  || GSSD || Library Learning Coach || craine@mail.gssd.ca ||   ||   ||   || charlotte.raine1 ||   ||   ||
 * Tracy Huckell ||  ||   || Student Service Coordinator || thuckell@mail.gssd.ca ||   ||   ||   || thuckell1 ||   ||   ||

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**Andrea Hnatiuk, Jan Neibergall, Susan Robertson, Tracy Huckell, Charlotte Raine, Susan Muir.** =====

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**Good Spirit School Division - representing 28 schools in 17 communities with a student enrollment of 5,900.** =====

**Abstract**
Good Spirit School Division's Powerful Learning Practice cohort is a connected network of instructional coaches whose mandate is to deliver teacher professional development. The modality and efficacy of service delivery for professional development was examined in the action research project. The desired outcome is to influence teacher instruction and student learning by modelling current and best practices.

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What are the implications of using 21st century learning tools/skills in the delivery of professional development? We wanted to investigate efficacy in our delivery of professional development. =====

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The desired outcome is to influence teacher instruction and student learning by modelling current and best practices and provide teachers with professional development opportunities that will influence their practice and have positive impacts on student learning. =====

Evidence:

 * =====increase in teachers accessing wikis and blogs beyond professional inservice days=====
 * increase in teachers integrating technology in their learning plans
 * increase in teachers blogging
 * instructional coaches collaborative community and networking displays growth
 * connected classrooms within and beyond the division via web 2.0 tools
 * provide teachers with choices regarding professional development when attending inservices
 * increase in teachers as active participants in professional development
 * students are using web 2.0 tools to support their learning

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Instructional coaches began by modeling best instructional practices when professional development opportunities arose and integrated technology into their own practice. It is believed that teachers would be influenced by coaches modelling and use of 21 century skills and learning through the variety modes of professional development. There was continual integration.=====

**Evaluation and Results**

 * =====adult learning takes time and happens at different rates with various rates of impact on instruction =====
 * adult education models of learning need to be considered when coaching and influencing change in practice
 * teachers have a strong preference to use Web 2.0 tools in professional development settings
 * instructional coaches' jobs were made more efficient and effective by using web 2.0 tools.
 * inservicing and professional development were consistent and accessible by all coaches and teachers.
 * learning is continual, can happen through collaboration (f2f, virtual), and can happen at anytime
 * learning can be messy and challenging, but with perseverance, collaboration and a desired outcome, success and results can be achieved
 * continuation of analyzing and implementing professional development delivery for efficiency (ie: cost, travel time) and effectiveness

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All artifacts and documentation are located at Examining the Efficacy of Professional Development =====