Page 57 - Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013

Learning for All through Professional Learning • 55
In professional learning communities there is a culture of high expectations that supports the belief that all students can learn, and the school responds in a timely fashion to students who require intervention and support. An effective intervention is time limited, and the student subsequently progresses without ongoing extra support.
In professional learning communities, there also is a process and practice in place to
guide decision making in implementing timely support and interventions through a team approach. The team responds to individual student learning needs and monitors, tracks, and analyses student data to improve student achievement. There are collaboratively constructed learning goals and success criteria, and students are seen as partners in their learning. They see themselves represented in the curriculum, programs, and culture of their school. Students feel a sense of belonging in their classrooms and in their schools and participate in decisions that have an impact on their educational experience.
School Boards’ Approaches to “Learning for All” PLCs
• One board developed a “Know Your Students” module for the PLC, using student video clips to enhance a class profile. In addition, the “Checklist to Guide Classroom Practice Using Principles of Universal Design for Learning”, from the draft Learning for All, K–12 document, was incorpo- rated into the board’s “Literacy – Collaborative Continuous Improvement” sessions for elementary and secondary staff.
• An Integrated Arts Initiative at another school board involved professional learning networks that focused on differentiated instruction in the interme- diate division and on ways of creating a safe, caring, and inclusive school climate that would benefit all learners. Literacy links and professional development opportunities that clearly demonstrated approaches to teaching the fundamental concepts at each grade level were also provided. The approach was seen to have a direct and positive impact
on student learning in all related areas of study.
• In conjunction with its succession planning and mentoring for newly
appointed school leaders programs, one board developed “differentiated instruction look-fors” for principals and vice-principals to use during walk- throughs, and provided appropriate training. A video overview of the key concepts associated with Learning for All was also created to support professional learning.
• At one board, the teachers involved in the Learning for All project PLC shared their experiences in determining students’ learning preferences and implementing DI and assessment for learning strategies and methods. Each time the PLC met, a different section of a board-wide template for applying Learning for All concepts and approaches was completed.
This allowed teachers an opportunity to discuss their understandings and issues, effective practices, and resources.