ActionPlanOntario

Assessment: 30 dots

• Question the real purpose of exams. Is it about measuring student learning?
• Ask for assessment ideas from other staff members
• Departments need central encouragement to abandon lock step, test based course dynamics
• Less evaluation and more assessment
• Assess students' abilities to accomplish what they set out to do
• Rethink and reteach what assessment is for
• The end product demonstrates the effectiveness of this teaching method
• Data isn't just credit achievement or grades
• Mark less, assessment more in 1 on 1 conferences
• I think that measuring the success of the program is incredibly complex and I cringe when I think that someone will just look at the numbers
• Use growing success to reassess assessment
• Allowing discussions on assessment to set a standard as to what demonstrates a student learning. Perhaps successful/unsuccessful
• Use assessment and evaluation to promote/improve student learning, have discussion/consensus amongst the FF teachers
• Retool assessment practices to having inservice integrate the overall learning outcomes from the courses to a common rubric where possible
• Standardized testing is a factory mentality brought to education. Jobs are changing and people are required to think more than do note work now. We have to embrace a new model of assessment
• One integrated grade for all three courses to explain overlaps
• Open ended rubrics that can accommodate various types of media
• Eliminate exams as an assessment
• Flexibility in assessment
• Can we track hard data that represents Grade 10 Eng marks and Grade 11 Eng marks from same cohort
• Students don't have to be streamed (academic/applied) for them to succeed
• Open to different types of assessment, end products
• Can we look at combining a 3C English with other courses for a next phase?
• Expand the range of acceptable assessment tools
• Shift in pedagogy leads to shift in assessment. Question the assessment you are offering.

Professional Development: 35 dots

• Use futures form teachers to show skills to other teachers in school
• More PD for teachers to create comfort level with technology as opposed to just a knowledge of it
• Engage the librarians and others by developing a student service model for education
• How do you battle teacher cynicism? Excited teachers talking about their own students
• Being cynical is not a bad thing! Critical thinking is what makes this work
• Have FFP teachers collaborate with others to spread use of technology in classrooms
• Develop learning communities across departments
• Ongoing PD for analysis, revision and refining curriculum
• The group of teachers need time without an agenda, to build community and to feel comfortable with the process
• Teacher librarians offer PD to teachers and classes/students to support what is happening in class
• Help train teachers (like we did with librarians) to embrace changing technology as opposed to fearing it
• More discussion time with staff could help reluctant staff see beyond the tools
• Develop some sort of online place (ning/wiki) for sharing
• Model life long learning and its benefits to colleagues
• We need to gradually release all teachers so they are provided opportunities to see how they can provide their students with anytime, anywhere, anyone, anything learning
• FFP is about training teachers to new ways of instruction, so of course the methods used in FFP can be used beyond FFP
• Apply FFP principles into single courses
• PD time will help reduce the stress of the new FF teachers
• Because the FFP is so student directed, the new teachers will be starting in the same place, new kids therefore a new structure
• Teacher PD to help shift thinking
• Leaders need to provide/model the practices they expect from others

Collaboration: 40 dots

Teacher librarians continue to collaborate directly with FFP teachers
In accepting a "student centered interest driven" community schools can build on success
Encourage the free flowing exchange of ideas from bottom up and top down
Teachers must make time for greater collaboration with teachers, departments, teacher/librarians, and other FFP teachers

• Encourage the free flowing exchange of ideas form bottom up and top down. Collaboration has been the key to the progress made so far
• I think a large aspect of the success has to do with the sense of community that is created
• Teachers need to accept a "student centered" "interest driven" program
• Teacher librarians can collaborate directly with FFP teachers to help them find relevant resources, both professional and for student use
• Team teaching, this may solve several issues in regard to future roll out, fosters a sense of collaboration
• Need short 1 period projects with longer projects...work on finishing things faster? Build community faster?
• Provide local (school by school) opportunity to integrate courses
• Multi disciplinary studies are essential for student success
• We need to practice these ideas as a system
• Do not limit the possibilities
• Embrace creativity
• Teacher librarians can serve as a conduit for "spreading the news" about what is happening in FFP and helping teachers to see how it could work for them
• Teacher librarians need to make strong connections with FF teachers
• Can subject associations be included for a presentation of FFP classes that have completed a semester
• Future partnering of courses could include; math/science, science/geography, history/english
• Role of TLs? As a sort of go between with FFP teachers and other teachers the TLs can share and show other teachers/more traditional teachers what can be done in terms of using 21st Century skills and tech and learning
• Positive administrative and department interaction is key. Your school community needs to feel like they are included in this experience
• Keep encouraging FF teachers to share. Very rich ideas are coming out as a result of the course
• Time is required for teachers to collaborate during the day. Collaboration working together
• Create opportunities for educators to share practice
• Greater collaboration between teachers/departments

Systems Thinking: 31 dots

Determine the system focus
Common language
Constant revision and reflection (collaboration)

• Perhaps futures forum model of education should be treated as a series of classes much like IB with students given the opportunity to continue on in this style
• Remember change is sometimes uncomfortable. People do not like change. Systematic change can have tremendous resistance. If you believe in FFP, don't be swayed by the naysayers
• Concern about being overwhelming. Experience this year suggests it wasn't, freedom to make decisions about what works in the context of the teacher's own classroom. Keep concept of teacher making decisions that benefit their students
• More time is needed with students in the classroom
• Do not underestimate the import of this change, hard for some
• I think that newer experimental forms of education delivery should also be targeted towards students who aren't engaged by current models of education
• How to get there/articulate our thinking in writing: Vision, Steps (prove it, products, people), Metrics
• Choose a focus: teaching practices, assessment practices, student centered learning
• Encourage union and oct to embrace new technologies
• Backwards map from the goals of education to 21st Century
• Mobilize resources, political and other supports especially internal

Teaching Practice: 37 dots

Develop teams to collaborate; willing and motivated
Teach the philosophy first, THEN show them the tools that work
Leanr strategies and how to respond to student needs
Offer opportunities for teachers to team teach

• Provide practical, useful examples of educational theory
• Empower teachers to pursue student centered model
• How to move more traditional teachers along? As students begin to demonstrate greater responsibility for their learning the teachers will be "forced" to adjust and "release" control
• PD sessions for staff @ school from the FF teachers
• How do we move teachers to give up on negative past practices and support change and new learning styles? Continue to use staff meeting and allow for more timely discussions with regards to how teachers teach. Allow teachers to use prep time differently
• Assessment of the courses will follow when we give the students the expectations and let them decide how they will demonstrate the expectations
• Understand that it is not about technology
• Within reason do what students value, if they don't write letters, why do we have them do them?
• Rethink role of teacher as a shift towards facilitator
• Inquiry based classes at every grade/level
• Allow a culture of failure
• Incorporate these innovations into site based PD
• Active ongoing engagement of staff to move their teaching practices forward

Differentiation: 4 dots

• Allow students to learn at their own speed, according to interest
• Is FFP for more engaged or less engaged students and should it look different for different target groups? Having greater control and committment to/for their own learning is what drives engagement for all students, and all students can/will move forward in this kind of model
• We need to look closer at how we assess and evaluate student work
• Teachers and students should be provided with the technology and strategies to each/learn differently
• Personal Learning Intentory: Reflective piece which asks students to determine how they learn and then conceptualize how they can use it in a more traditional classroom

Students: 13 dots

• Make the link between students following their passions and differentiated learning
• Provide programs grade 7/8 so demand is present when enters grade 9
• Can we have a similar feedback session for students
• In order for students to be successful in today's world, they must tale full responsibility for their education/learning
• Become independent learners and advocates for themselves
• How can this be done in other classes? Ask students
• Students are resilient. Those going into grade 11 have grown because of FFP. They will adapt to grade 11
• Create links between classes based on student collaborative groups
• Create links between classes based on teacher collaborative groups
  
  
• Which students can be involved/how do you select? Democracy/teacher choice
• Students moving from 10 to 11 and being worried about them. The students will demand change to a certain extent
• Each classroom evolved to meet the needs of the individual students
• Remember this option may not be a fit for all students
• Teacher librarians can be part of the "audience" for FFP classes...commenting on blogs, promoting the magazines on the website etc
• Work to get students owning their own learning
• Track and/or check in with these students next year to see how they are doing?
• We need to prepare for the trading of current FFP students in grade 11 next year

Currculum: 5 dots

• Think of "interest" drien courses for grade 11 students not just units within that course
• Futures forum can expand to other subjects without central direction
• Ideally, FFP kids can apply their learning in other classes next year
• Leave comfort zone
• Futures forum can be done at all levels, but it will look different
• Narrow the focus of the FF class so teachers don't feel so overwhelmed
• Building curriculum for future grades that builds on the success of the future forum
• Teach the value of inquiry and open ended critical assignments in all courses
• Integrate inquiry skills in the "regular" classroom
• Begin creating resources for ENG2 delivered in a FFP style
• What elements of the old style are still valuable? ...Sorry no answer/new question

Parents: 2 dots

• More communication of changing shape of education to parents
• Have parents and administrators really see/watch/engage with student learning online
• How do we sell this to parents?

Technology: 25 dots

• Tech boot camp (in summer led by Ken W.)
• Wireless for entire school
• Wireless for all
• Give teachers the tools at technology so that we can see genuine student inquiry and life long learning
• Technoloy and life is constantly in flux. Some tools are trendy and will die off, but the key is to adapt to change
• Facilities: have classrooms with space for labs and discussion space at the same time
• 1:1 ratio of web/computers
• Model of FFP is more a change of attitude, approach than the provision of technology. We can move forward with whatever resources we have available
• To our new FFP'ers... at this time, don't worry about the logistics "Don't sweat the small stuff"
• Full school wireless=more kids using their own tech=less $ pressure on the board

Budget/Resources: 11 dots

• How do we pay for the technology?
• Give resources (tech and/or PD) to those teachers willing to use and/or engage these 21st century resources OR set up the infrastructure
• Equal access to the necessary technology i.e. enough computers etc. System $ support. Build in time/technology to connect each classroom?? I.e. how does each teacher know what is occuring in the other classes?
• More money is needed from the board
• RIM should sponsor this program and donate resources
• Raise taxes
• Resource librarian students can sign on personal devices

Scale: 6 dots

• Small steps are important: It might not be wise to "push" the approach to the whole staff via staff meetings because it is hard to quantify its success
• Promite our successes at educator's meetings outside of our board. BRAG
• Mobilize students let them speak, write, film their experiences, they are our strongest advocates
• We need a model that is sustainable and scalable to all classrooms
• Let's reach out to the applied level students. 2PI is the obvious next step but what about 1PI and GLE? or Combining $UI english electives 8R3UI/Eng+History
• The next step shouldn't be grade 11, but 2PI english and civics to get students who might even better thrive in a more individual environment
• This is a primary school model. Montessori, in which individual learning is key. How to get it in younger grades? It's already being done in some schools. This is Rousseau's Emile
• As a system, we need to try the FFp model with applied and/or nonengaged students and work to make it successful
• Provide this program to students in 11 and 12
• Expand to senior grades. The model is inquiry based learning which can be used in the context of a single course.

Discussion/Reflection

How does this practically work.
How close do you need to stay with one another in thecurriculum
What technology works best—do we all use the same technologyor do we all deviate
How well will technology be sustained and maintained?
Will funding be consistent?
How does system wide implementation happen?
Can we apply this to all courses and subjects?
How do we sustain these conditions
Scheduling
How do we accommodate different programs
-Frenchimmersion, sac, msip
How does this fit the routine of selecting courses
How do we instill this value into other grades (non-mandatorycourses)
How are students going to accommodate the return to the“regular” classroom
What are next steps, where do students go from here?
Support the implementation of FFP
As FFP expands, how does the support continue (withoutwearing thin)
How can we sustain this (turn it into a highway as opposedto a dirt road)
Are we truly on a way to systemic change
How do we use technology
How do we overcome cynicism and opposition?
-Wedon’t want it to appear as a gimmick
No comment, he’s a fly on a wall
Leadership interactions between participants from diff.levels in the hierarchy
-howare ppl taking on roles, how do these reflect the roles of the Ontario leadership framework
-whoemerges as leaders w/in the FFP’s actual implementation?
How do students and parents feel about the students movingon from FFP?
-Canthis continue into future grades?
How do we justify assessments in different points on the reportcard since there is so much overlap?
-Howare parents involved in this conversation
How do we assess their learning? (as opposed to theprojects and a # grade)
How do we change the mindset of the grade is thebe-all-and-end-all
Teachers are hand chosen; is this going to be scalable amongthe larger teaching population
Is there a way to involve teacher librarians in a practicalway to the classroom teacher
Is this transferrable to Jr. High?
What next for these kids? What do they move on to?
Concern about the measurement of success from FFP
-Ifgr. 11 classes don’t value inquiry and independent thought they’ll be at a loss
How do we balance legitimacy from parents and board whilealso encouraging students to develop their own skills in strengths.
-Howdo we assign grades to their various successes?
Why can we not continue this in future grades?
There’s no final exam / standardized testing – why is thisgroup exempt?
-Dothey all have to be assessed in the same manner?
Why do we have exams in Jr. grades?
Is the system ready for this change?
How do we ensure that FFP keeps developing and doesn’tbecome a system itself?
How can we bring other teachers from other subjects intothe FFP
How independent are students by the end of the course?
How can teacher librarians support secondary approach?
What is beyond the three course FFP? For example, how do students succeed when returning to a “regular” class?
How do you authentically assess students learning in an authentic manner? What does model look like for students who have now been empowered to direct their own learning?
How are we going to measure the effectiveness of this method of teaching?
How are grades developed with different credits when assignments are so
intertwined? How to respond to other teachers who don’t buy in?
How can this be turned into a mechanism to “hook” the disengaged learner?
How do I mobilize students who are now moving into grade 11 to use the skills they have learned in FFP in a “traditional” classroom? How can these students advocate for themselves? Will other teachers be receptive? How does a square peg fit into a round hole?
What is the role of a teacher librarian? What role do I play in supporting FFP with other staff?
How do schools that are starting right now, catch up to the schools that have completed a semester? How do we get all teachers to support this (traditions…)?
How much of the success of this phase is attributed to exceptional teachers? How do we get staffs to support this? Must be presented in a way where all people are on board.
What is the next step in the scale in terms of the school population? How do we scale this to a population of disengaged learners? What does it look like when it expands to other subject areas?
What courses can support this template?
The FFP can look like a variety of things, based on teachers in building.
For team teaching – is this the next step?
Are students are learning that they are responsible for their own learning?
Can a teacher go into a non FFP classroom to create an audience for that class with another school? Why not?
What are the factors of success? Is it the sense of community that is built during class? Is it the teacher in the room?
As things grow, how do you manage the technology, how do things work in the context of the facility? i.e. management of equipment
Where will this go in 3 years, MoE tech funding cut?
Cell phones (TDSB) – text communicating – (twitter)
Inter classroom visit between FFP sites – improve for next year
Reflection on the year – need focused time as a group to reflect and plan improvements
Knowing more about what is happening in each other’s space
What next? – what about applied or fast forward streams, growth of program
Sustainability -- $ for tech, wifi
Learning from our learning – can’t be overwhelmed
Look at the department head role – initial support and impacting school department
Teacher as a facilitator, seems disconnected from teacher training programs
How will each individual in their role effectively impact this process?
How do we manage change? – at all levels
We must push as a Board. How does this manifest itself?
How do we best build capacity?