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Post by OPC Admin on Apr 9, 2013 12:16:25 GMT -5
Can accountability be best addressed?
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Post by mlandry on Apr 11, 2013 8:22:37 GMT -5
Accountability should be an ongoing, shared experience, informed by data, building on teacher expertise, leading to professional learning that improves results.
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Post by mlandry on Apr 11, 2013 8:45:28 GMT -5
What conditions must be in place to achieve a shared sense of accountability?
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Post by debbiedavidson on Apr 16, 2013 15:33:53 GMT -5
Hi mlandry, I'm thinking to realize a shared sense of accountability requires a 'system lift' of sorts with shifts in thinking, focus and activity. This might involve shifting from: -participation in professional development to engagement in professional learning, which means... -ensuring students are at the centre of the process, which in turn means -a school leader taking a leadership role for learning within their schools (away from the heavy weight of 'organizing professional learning).
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Post by debbiedavidson on Apr 18, 2013 13:16:46 GMT -5
One way to address accountability is to tackle the issue as to why professional learning communities can sometimes be more concerned with 'activit'f and not with 'learning' - changing thinking and practice. Larry Ruch School with the Ottawa-Carleton District School board contributed the article "Intentional Interruption" that appears in the recent issue of the OPC Register magazine.
The proposed idea from the book "Intentional Interruption" by Steven Katz & Lisa Ain Dack underlines the importance of questioning the quality and objectives of all future participation in professional development - and more focused on "defining a student's need, supported by necessary change in teaching practice." The next time PD sessions are being planned, school leaders might want to look at this book at one option for study.
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Post by mlandry on Jun 14, 2013 6:07:25 GMT -5
I like the notion suggested here of a "system lift", it might help us get to more purposeful professional learning, leading to meaningful change.
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