Instructional Leadership - Challenges and Opportunities
-by Garry McKinnon, Superintendent
In my first blog on instructional leadership, I described the ultimate goal of positively impacting the quality of teaching and the learning experiences of the students. I also observed that to be effective as an instructional leader one needs to have a clear idea of what it looks like. I suggested that in addition to making reference to the Alberta Teaching Quality Standard knowledge, skills and attributes of effective teaching, it is highly desirable for the members of the school community (teachers, students, parents and school administrators) to engage in a process of articulating descriptors of exemplary teaching.
Learning Coaches Networking Day: Creating Pedagogical Partnerships
On August 31, 2012 the Calgary Science School hosted a networking/PD event for Learning Coaches. The purpose of the session was to bring together Learning Coaches and Instructional Leaders from a variety of schools and districts to discuss the role and explore best practices and skills as we strive to support enhanced teacher learning. We also hope to build a supportive network of learning leaders in Calgary, and the surrounding area, who can develop materials, structures, and supports for the role.Bringing Beavers Back to the Cross Conservation Area - Grade 7 Interactions and Ecosystems Field Study
-by Denise Kitagawa (Guest Parent Blogger)
Earlier this month I had the privilege and pleasure of accompanying fifty grade 7 students from the Calgary Science School as they headed into the field to collect some baseline observations prior to the reintroduction of beavers to the Pine Creek watershed at the Ann and Sandy Cross Conservation Area.
Earlier this month I had the privilege and pleasure of accompanying fifty grade 7 students from the Calgary Science School as they headed into the field to collect some baseline observations prior to the reintroduction of beavers to the Pine Creek watershed at the Ann and Sandy Cross Conservation Area.Opening Up a New Frontier of Exemplary Instructional Leadership
-by Phil Butterfield, Assistant Principal
Instructional leadership has been getting a lot of buzz in educational circles these days. It seems challenging enough to gain consensus on a definition for the role of an instructional leader without venturing into the potential minefield of strict adherence to a set of guiding principles designed to provide a framework for exemplary instructional leadership. Well…strap on your helmets and forge boldly ahead for a few minutes as we take the first tentative steps toward finding alignment between the seven Professional Practice Competencies for School Leaders and the frameworks for exemplary teaching and learning that have been developed at the Calgary Science School.
Instructional leadership has been getting a lot of buzz in educational circles these days. It seems challenging enough to gain consensus on a definition for the role of an instructional leader without venturing into the potential minefield of strict adherence to a set of guiding principles designed to provide a framework for exemplary instructional leadership. Well…strap on your helmets and forge boldly ahead for a few minutes as we take the first tentative steps toward finding alignment between the seven Professional Practice Competencies for School Leaders and the frameworks for exemplary teaching and learning that have been developed at the Calgary Science School.
Significant Historical Events using Capzles and Augmented Reality
-by Jody Pereverzoff and Dan McWilliam, Grade 7 Humanities
In the final inquiry for the year, students examined significant themes in Canadian history by studying specific events, people, and places that have had an impact on the development of Canada. Students, using one of the major themes, created a monument or structure using Augmented Reality in our school field that showcased their understanding of the most significant event and its impact on Canadian history and our world today.
Learning Coaches - One Year Later...
-by Erin Couillard, Professional Development and Collaboration Coordinator
We have reached the end of our first year with designated learning coaches within the school. Last fall, two Math/Science learning coaches and two Humanities learning coaches were selected from teachers who applied for the positions through a letter of intent process. For more information on the impetus for learning coaches at the Calgary Science School, read the blog post I wrote at the beginning of this project. Midway through the year, an inclusive practices learning coach was added to the team in a part-time capacity. This coach specifically worked with teachers on ensuring that the learning needs of all students were being met.
Grade 6 Science: Evidence and Investigation
-by Carolyn Armstrong
When we, my teaching partner Candice Shaw and I, began to plan our “Evidence and Investigation Unit” we thought it would be fun to do it around a crime scene. We used the GEM: “Mystery Festival” to quick-start our story. From there we took artistic license to create our own series of events leading up to the tragic demise of “Felix Navidad”. It was suggested, by one of our teachers, to use actors as our unfortunate victim and “Persons of Interest” in our case. The students loved this.
When we, my teaching partner Candice Shaw and I, began to plan our “Evidence and Investigation Unit” we thought it would be fun to do it around a crime scene. We used the GEM: “Mystery Festival” to quick-start our story. From there we took artistic license to create our own series of events leading up to the tragic demise of “Felix Navidad”. It was suggested, by one of our teachers, to use actors as our unfortunate victim and “Persons of Interest” in our case. The students loved this. Action Research: The Model Method in Solving Word Problems
-by Kevin Sonico
“Show me your ‘thinking’.” “Explain your process.” These are two statements that are often used to encourage students to communicate their strategies in solving a word problem. In my experience, what is often produced, written, and described are algorithms, equations, and other symbolic representations. Rarely have students submitted strategies that comprised of visual methods. Because of this, I set out to see if there is an effect of explicitly teaching a visual strategy, namely the model method, in helping students solve problems. Through the use of models, students worked on word problems around the concepts of fractions, decimals, percent, and ratios. Described here are three examples of the many problems posed in class.
“Show me your ‘thinking’.” “Explain your process.” These are two statements that are often used to encourage students to communicate their strategies in solving a word problem. In my experience, what is often produced, written, and described are algorithms, equations, and other symbolic representations. Rarely have students submitted strategies that comprised of visual methods. Because of this, I set out to see if there is an effect of explicitly teaching a visual strategy, namely the model method, in helping students solve problems. Through the use of models, students worked on word problems around the concepts of fractions, decimals, percent, and ratios. Described here are three examples of the many problems posed in class.
Where do iPads fit? A Reflection...
Near the start of this year, our Grade 7 team began a research project about using iPads in the classroom: Through a variety of sub-questions, we hoped to address the larger question, “Where do iPads fit in Education?” Using real projects, student exemplars, and parent feedback, we would explore where and how iPads fit into teacher practice.
This post is a reflection of some of the major findings we had throughout the project.
School Library or Learning Commons: What's in a Name?
-by Donna Alden, Teacher-Librarian
What’s the difference between a school library and a school learning commons, and does the name make a difference? The Alberta School Library Association, which is informed by a larger Canadian and American field of school library studies, offers this:
What’s the difference between a school library and a school learning commons, and does the name make a difference? The Alberta School Library Association, which is informed by a larger Canadian and American field of school library studies, offers this:
Traditional school libraries are seen as quiet places full of printed books, people reading and librarians ‘shushing’. A Learning Commons takes school libraries into the 21st century. Yes, we still have printed text, and there are still people reading, and there is still a librarian, however the Learning Commons has so much more! There is a hum of activity with students talking, learning, searching for information on a variety of devices, focusing on content creation and synthesizing of information. The Learning Commons becomes the hub and the heart of the school; a place for teachers and teacher-librarians to collaborate to build inquiry learning and critical thinking skills in students; a place for technology integration and experimentation; a place that is ‘owned’ by students and staff alike.
Google just keeps killing it.
by Deirdre Bailey,
I work at an innovative and creative institution. Perhaps it is because of the freedom we have to explore possibilities that we are often unaware of the depth to many of the simplest resources that are available. It is also without a doubt hard to be constantly adapting one's practice to ever-updating technology applications. Certainly, in this day and age, the sheer volume of resources available in education can be overwhelming. Navigating options and rating their relative value is always intimidating, particularly on the heels of a full 7 hours in front of students. But google docs is so worth it. In the last 9 months, it has become one of the most valuable learning tools for me as I continue to inquire into teaching and learning and I am constantly excited by the facility with which google docs allows me to guide student collaboration, research and writing while tracking their progress, providing feedback and involving parents. And while my presence on twitter often gives me the impression that all educators are connected, deeply familiar with technological resources and employing them in their every day practice; it occurred to me, after a conversation I had today that this might not be representative of all cases.
I work at an innovative and creative institution. Perhaps it is because of the freedom we have to explore possibilities that we are often unaware of the depth to many of the simplest resources that are available. It is also without a doubt hard to be constantly adapting one's practice to ever-updating technology applications. Certainly, in this day and age, the sheer volume of resources available in education can be overwhelming. Navigating options and rating their relative value is always intimidating, particularly on the heels of a full 7 hours in front of students. But google docs is so worth it. In the last 9 months, it has become one of the most valuable learning tools for me as I continue to inquire into teaching and learning and I am constantly excited by the facility with which google docs allows me to guide student collaboration, research and writing while tracking their progress, providing feedback and involving parents. And while my presence on twitter often gives me the impression that all educators are connected, deeply familiar with technological resources and employing them in their every day practice; it occurred to me, after a conversation I had today that this might not be representative of all cases.
E-Books or "Real" Books?
-by Donna Alden, Teacher Librarian
It seems to me there is no one answer.
For nonfiction, research activities, if given the choice, hands down I'll choose an online search for information, as opposed to searching through books. Is that an exclusive choice? Do I always recommend that to students? No, and no. But as a preference, an online search for information just makes sense, for a number of reasons.
It seems to me there is no one answer.
For nonfiction, research activities, if given the choice, hands down I'll choose an online search for information, as opposed to searching through books. Is that an exclusive choice? Do I always recommend that to students? No, and no. But as a preference, an online search for information just makes sense, for a number of reasons.Big Numbers and Sky Science: Grade 6 Math/Science Integration
-by Candice Shaw, Grade 6 Math/Science
In the Grade 6 curricula, there are many opportunities for meaningful integration between subjects. The Sky Science unit and Large Number topics fit harmoniously together.
With a focus on problem solving, students first went about solving a variety of astronomy themed problems, such as “How many times further is Saturn’s distance from the Sun than Earth’s distance from the Sun?” These problems had students working with numbers in the millions and billions, as well as estimating, rounding, using appropriate units and converting distances.
This problem solving was culminated with a major group problem: “How can we build a proportional model showing the distance of the planets from the Sun? How far are each of the planets from the Sun, in Astronomical Units?”
In the Grade 6 curricula, there are many opportunities for meaningful integration between subjects. The Sky Science unit and Large Number topics fit harmoniously together.
With a focus on problem solving, students first went about solving a variety of astronomy themed problems, such as “How many times further is Saturn’s distance from the Sun than Earth’s distance from the Sun?” These problems had students working with numbers in the millions and billions, as well as estimating, rounding, using appropriate units and converting distances.
This problem solving was culminated with a major group problem: “How can we build a proportional model showing the distance of the planets from the Sun? How far are each of the planets from the Sun, in Astronomical Units?”
UCreate Elective: Developing Entreprenuerial Spirit at CSS
-by Jody Pereverzoff
Elective Description: “From the fashion industry to the sports and electronic gaming industry, there is money to be made. But how to these ideas turn into money??? Well, if any of these thoughts have ever crossed your mind, then this elective is for you! In this elective, you will have the opportunity to create a product, business, and/or app from the ground up. You will start with an idea, and work your way to a finished product that you will market to potential investors. If you enjoy thinking outside the box and have ever wondered how ideas are shaped into successful business ventures, then sign up today!"
Elective Description: “From the fashion industry to the sports and electronic gaming industry, there is money to be made. But how to these ideas turn into money??? Well, if any of these thoughts have ever crossed your mind, then this elective is for you! In this elective, you will have the opportunity to create a product, business, and/or app from the ground up. You will start with an idea, and work your way to a finished product that you will market to potential investors. If you enjoy thinking outside the box and have ever wondered how ideas are shaped into successful business ventures, then sign up today!"
A Different Kind of Test
-by Margaret Leland, Grade 8 Humanities
Over the Spring break I was reading Seth Godin’s “Stop Stealing Dreams (what is school for?)” and began to question how best I could develop the unit final for my students to finish off our Worldviews in Conflict: The Spanish
and the Aztecs.
I was mulling over the following quotes by Seth Godin:
“The obligation of the new school is to teach reasonable doubt. Not the unreasonable doubt of the wild-eyed heckler, but the evidence-based doubt of the questioning scientist and the reason-based doubt of the skilled debater.”
“Unfortunately, the things we desperately need (and the things that make us happy) aren’t the same things that are easy to test.”
Over the Spring break I was reading Seth Godin’s “Stop Stealing Dreams (what is school for?)” and began to question how best I could develop the unit final for my students to finish off our Worldviews in Conflict: The Spanish
and the Aztecs.I was mulling over the following quotes by Seth Godin:
“The obligation of the new school is to teach reasonable doubt. Not the unreasonable doubt of the wild-eyed heckler, but the evidence-based doubt of the questioning scientist and the reason-based doubt of the skilled debater.”
“Unfortunately, the things we desperately need (and the things that make us happy) aren’t the same things that are easy to test.”
The Winding Road to Exemplary Instructional Leadership
-by Phil Butterfield, Assistant Principal
As you may know from visiting the Connect! Blog or the Calgary Science School website, we have developed frameworks for exemplary teaching and exemplary learning. Together these two documents form the guiding principles by which we believe students can enjoy rewarding educational and social experiences that will equip them for success beyond CSS. But what mention is made of the role of school administrators within those frameworks? Certainly leadership as a desirable attribute of teachers and students is a key element but there is no specific reference to the nebulous and hard-to-define capacity of instructional leadership. Our Superintendent, Dr. Garry McKinnon, has very clearly articulated the need for a rethinking of the role school administrators play in the teaching and learning process, but to truly operationalize an instructional leadership model that is aligned with the exemplary teaching and learning frameworks is a challenging task that will pay huge dividends for
student learning when we get it right.
As you may know from visiting the Connect! Blog or the Calgary Science School website, we have developed frameworks for exemplary teaching and exemplary learning. Together these two documents form the guiding principles by which we believe students can enjoy rewarding educational and social experiences that will equip them for success beyond CSS. But what mention is made of the role of school administrators within those frameworks? Certainly leadership as a desirable attribute of teachers and students is a key element but there is no specific reference to the nebulous and hard-to-define capacity of instructional leadership. Our Superintendent, Dr. Garry McKinnon, has very clearly articulated the need for a rethinking of the role school administrators play in the teaching and learning process, but to truly operationalize an instructional leadership model that is aligned with the exemplary teaching and learning frameworks is a challenging task that will pay huge dividends forstudent learning when we get it right.
Thoughts and Viruses Interdisciplinary Inquiry Unit
-by Dave Scott, Grade 8 Humanities
This year one of the goals of the Grade 8 team was to undertake an interdisciplinary unit that brought together the four core subject areas of math, science, language arts, and social studies. With the aid of Erin Couillard, PD and outreach coordinator, after an afternoon planning session seeking an inquiry topic and question that was generous enough to engage all these domains, the team settled on a unit exploring the similarities between how viruses spread, and how ideas, social movements, and trends can become contagious in similar ways. Here we saw a question that could help us simultaneously explore the topic of cells and systems in the science curriculum, exponential growth in the area of math, how the Renaissance sparked the growth and exchange of ideas and knowledge across Europe in the social studies program, and a myriad of outcomes in language arts including revising understandings and ideas by connecting new and prior knowledge and experiences.
Connecting with an Expert: Grade 4 Humanities Picture Book Project
Through the Learning Through the Arts (LTTA) initiative, Grade 4 students at CSS had the opportunity to work with local artist, Val Lawton, to develop professional grade picture books. LTTA partners local artists with schools to facilitate rich integration of Fine Arts and the core curriculum.
The picture book project had students working in groups to write short stories set in one of Alberta’s natural regions. Magic in the Mountains, a picture book by Carol McTavish, Lori Nunn, and Linden Wentzloff, was used as a model for the project. Students were provided with graphic organizers and a checklist to guide the group development of their story. Our partner artist, Val Lawton, visited each class once a week to deliver art instruction and to assist in creating the illustrations for the books.
Video Assessment in Phys. Ed - A Reflection
-by Dean Schmeichel, Phys. Ed Teacher
This is my final blog for the Research project – Video Assessment in PE. This was an extremely worthwhile project and it has shaped the future course of assessment for me in my career. From past experience, I know that I will continue to develop, adapt and modify this process. What works one year, might need to be overhauled the next, depending on the group of students, parents, teachers and my own level of commitment and excitement.
There was an 86% response rate to the survey that I asked the Grade 9 students to complete. I targeted the Grade 9 class specifically because they were given written comments in Term 1. Both the Grade 5 and 7 classes were given recorded (verbal) assessments in Term 1. The survey that Tammy (my teaching partner and co-researcher in this project) and I designed was done collaboratively with Dave Scott (colleague and Ph.D. student) and Dr. Pam Adams from the University of Lethbridge.
This is my final blog for the Research project – Video Assessment in PE. This was an extremely worthwhile project and it has shaped the future course of assessment for me in my career. From past experience, I know that I will continue to develop, adapt and modify this process. What works one year, might need to be overhauled the next, depending on the group of students, parents, teachers and my own level of commitment and excitement.
There was an 86% response rate to the survey that I asked the Grade 9 students to complete. I targeted the Grade 9 class specifically because they were given written comments in Term 1. Both the Grade 5 and 7 classes were given recorded (verbal) assessments in Term 1. The survey that Tammy (my teaching partner and co-researcher in this project) and I designed was done collaboratively with Dave Scott (colleague and Ph.D. student) and Dr. Pam Adams from the University of Lethbridge.
Using ShowMe in the Humanities Classroom
-Jody Pereverzoff grade 7 HumanitiesAfter reading Lisa Nelson’s blog on using ShowMe in the Math class, I thought it would be a successful tool for students to demonstrate their understanding of editorial cartoons. Students first read the short story “Back to our Roots” by Fernando Sorrentino (translated from Spanish by Iris Maria Mielonen) and brainstormed the main themes of the text.