PROFESSIONAL LEARNING within a COLLABORATIVE INQUIRY FRAMEWORK

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PROFESSIONAL LEARNING within a COLLABORATIVE
INQUIRY FRAMEWORK

• The professional learning cycle
• serves as a process for professional learning
• is driven by student learning/engagement needs
• can align educator learning and action with
  planning at all levels e.g., classroom,
  division, department, school, cross-panel, board

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Observe
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Sharing instructional practice to monitor student
learning and enhance educator learning
Using Data Fostering Collaborative Learning
Cultures Engaging in Courageous Conversations
Observe
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High quality, effective professional learning
focuses on students, student thinking, and
student demonstrations of understanding.
Observe
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Examining evidence to reflect on student and
educator learning.
Using Data Engaging in Courageous Conversations
Reflect
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Classroom-embedded learning where the primary
site of inquiry and professional learning is
within the classroom context (this also requires
an opening of the classroom to guests and
collaborators)
Reflect
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Plan
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Plan
Data Setting Goals Engaging in Courageous
Conversations
Student learning needs focus educator learnings
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High quality, effective professional learning
involves asset models of learning where all
participants consider themselves learners of a
subject and learners of ways of teaching that
subject.
High quality, effective professional learning is
focused on subject knowledge for teaching,
including content knowledge, pedagogy and
technology.
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Act
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Aligning Resources with Priorities Fostering
Collaborative Learning Cultures Engaging in
Courageous Conversations
Act
Implementing strategies to meet student needs.
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Act
High quality, effective professional learning
includes an integrated blend of learning inside
and outside of classrooms with a commitment to
collaborative inquiry.

• High quality, effective professional learning
  includes classroom embedded learning, digital
  learning and online learning opportunities.