January+25,+2011

AISI: January 25, 2011

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

a. Revisit norms

 * ===Use the Fist of Five process to review your norms[[image:Fist_of_Five.jpg width="800" height="97"]]===


 * ===Do we need to add anything to our norms?===
 * ===How will we deal with a broken norm?===
 * Sign norms

** 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: 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
 * first impressions
 * connections
 * implications

**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

Levels Groups

 * 5. Fact or Fiction - Debate as a levels group if the following statements are fact or fiction** (10 minutes)
 * thumbs up/ thumbs down (voting)
 * [[file:Fact or Fiction.docx]][[file:Fact or Fiction.pdf]]

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**.
 * 6. Define Intellectual Engagement versus Academic Engagement** (20 minutes)
 * //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)
(Edney) ||< || (Canadian Education Association) ||< ||
 * **Name of Resource** ||< **Possible Sources for Intellectual vs. Academic Engagement** ||
 * Student Engagement (Metiri) ||< [[file:Booklet-Engagement.doc]] ||
 * Student Engagement Literature Review
 * What did you do in School Today?

11:00 - 12:00

 * 7. Big Questions** - What do you see in your school and What do you know? [[file:Thinking about.doc]] (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

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.
 * 8. Debrief** (20-30 minutes)
 * 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

12:45 - 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 ** [[file:Inspiring Action pp 9-11.pdf]]

Each critical friend group will receive one of the competencies: 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// ===

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

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).
 * 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)**

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


 * Beanbags**