AISI: January 25, 2011

Essential Questions:

1. How will education be different tomorrow because of our learning today?

2. How will you contextualize and mobilize what you learn?

3. How will you participate as a skillful group member to increase team effectiveness?


1. To reconnect with one another

2. To reflect on our roles as teacher leaders

3. To start digging deeper into what's happening in our schools & classrooms

1. Welcome back & Goals

Find clock partners:
a. 3 o'clock - someone at your table
b. 6 o'clock - some in the same division - division I (grades K-3); division II (grades 4-6); division III (grades 7-9); division IV (grades 10-12)
c. 9 o'clock - someone you don't know
d. 12 o'clock - someone who teaches a similar subject area

9:00 - 9:20

2. Critical Friends Discussion

a. Revisit norms

  • Use the Fist of Five process to review your normsFist_of_Five.jpg

  • Do we need to add anything to our norms?

  • How will we deal with a broken norm?

  • Sign norms

9:20 - 10:00

3. Teacher Leadership

Part 1:

a. Select a quote from the envelope provided. Each quote pertains the the role of teacher leaders.
b. Take a few minutes on your own to think about your quote in terms of:
  • first impressions
  • connections
  • implications
c. The person who travelled the furthest for Christmas holidays goes first.
d. Share your 3 responses with your table group
d. Go around the table - each member around the table offers a question or comment to the speaker
e. Repeat the process with next person around the table

Part 2:

Personal Reflection on your own role as a teacher leader: What am I going to start, stop and continue doing as a leader?

  • Find your 6 o�clock partner. Share your reflections

10:00 - 10:15

4. News n' Notes

10:15 - 10:30 - Break

10:30 - 11:00

Levels Groups

5. Fact or Fiction - Debate as a levels group if the following statements are fact or fiction (10 minutes)

6. Define Intellectual Engagement versus Academic Engagement (20 minutes)
What is the difference between between intellectual engagement and academic engagement?
Be cautious! There is research that uses these terms interchangeably. The resources below provide a good start.
One person in your group will be asked to use Stixy to record your thoughts: Stixy
(PASSWORD: AISI -- When using stixy please make sure to notice the save feature at the top on the right hand side. There is an autosave feature which is timed)
Name of Resource
Possible Sources for Intellectual vs. Academic Engagement
Student Engagement (Metiri)

Student Engagement Literature Review

What did you do in School Today?
(Canadian Education Association)

11:00 - 12:00

7. Big Questions - What do you see in your school and What do you know? (20-30 minutes)
  • this is an individual activity.
  • Please reflect on each question and consider the current state of your classrooms. In this reflection you must provide actual examples and then consider who it benefits - teacher, student, both

8. Debrief (20-30 minutes)
Person 1 shares one of their most significant instructional examples; person next to them offers a question or a comment (person 1 responds), then person 3 offers a question or comment (person 1 responds) and so on until its back to Person 1 who has the last word.
  • Continue the same process starting with Person 2
    • Continue around the circle until everyone has a chance to talk about their instructional example
    • Continue the process with assessment, then personalization for a total of three rounds

12:00-12:45 - Lunch

12:45 - 2:45 - Inspiring Action - Continued from November

12:45 � 1:45 � Part 1: Revisting the Competencies of an Educated Albertan
a. Revisit Alberta Education's Visual: competencies

Each critical friend group will receive one of the competencies:
A. Collaboration and Leadership
B. Critical Thinking and Problem Solving
C. Creativity and Innovation
D. Social Responsibility and Cultural, Global and Environmental Awareness
E. Communication
F. Digital Literacy
G. Lifelong Learning, Self-direction and Personal Management
H. Literacy
I. Numeracy (26-32 might be a focus)

On the //Google Form// provided, respond to the following questions. When done, click on See Previous Responses to see the results of the discussions
  • How does your thinking align (or not align) with this competency?
  • What should be done differently in schools, districts or provincially to enable this competency? Provide specific examples

b. As a group, create an elevator speech that claries the competency you have just discussed and summarizes the big ideas around implications. You will be asked to share your elevator speech with another group

Competencies Groups (Competencies 1-9)

- Group 1 -Boardroom

- Group 2 - Boardroom

- Group 3 - Car A

- Group 4- Car B

- Group 5 - Boardroom

Debrief your elevator speech with your new group. You are now the expert. If you are missing a group member who represents a competency, use the Google Form information as a reference.

  • When done, return to your critical friends

Part 2: Policy Directions from Inspiring Action 1:45 � 2:45
a. Alberta Education has established a set of policy direction to begin to move forward the concepts of Competencies of an Educated Albertan. The ATA has begun an online discussion around these competencies in partnership with Finland and are looking for your thoughts.
Select a policy direction that interests you & form groups of 5 (maximum)
i. Read the introduction to A Great School: A Challenge Dialogue pp. 2-7 (see attachment below)
ii. Read about the policy direction you have selected (pages are listed beside the policy directions below).

Inspiring Action
What Makes School Great: A Challenge Dialogue

a. Personalization � Boardroom (Inspiring Action p. 14; What Makes School Great pp. 13-16)
b. Early Learning/Inclusion � Car B (Inspiring Action pp. 12-13; What Makes School Great pp. 12-13)
c. Curriculum (programs of study, assessment, resources) � Car A (Inspiring Action pp. 19-21; What Makes School Great pp. 13-16)
d. Technology - Boardroom (Inspiring Action p. 24; What Makes School Great pp. 16-18)

iii. Create a response (this can be done in a word document)
a. What are the implications of this policy direction for classroom teachers?
b. What are the implications of this policy direction for schools?
c. In your view, do any of the assumptions related to your policy direction need clarification, any missing, or any that are not relevant?
d. Pose a question related to your policy direction

iv. Share your thoughts:
Create an account - can be a group or individual account
v. Post your responses

Wrap Up:
Stop and think: What is one thing you will do or change as a result of today�s meeting ~ share with Critical Friends
Think & Share