Literacy with ICT - Professional learning

Guiding questions:


2006 - 2007 (first year of LwICT implementation)
  • Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
  • How much release time did your division provide for the teachers with whom you are working?
  • What percentages of your professionajl learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
  • What tips does your team have for how to structure effective professional learning to support implementation of LwICT?!?
2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
2.2 How much release time did your school/division provide for the teachers with whom you are working?
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?




School division responses:


Beautiful Plains


  • Release time provided: 4 – ½ day meetings where 20 teachers met to discuss LwICT. CITI required 4 – ½ days and ELITE – 8 ½ days.
  • All small groups, face –to- face.
  • Tips: Provided release time for teachers and expert consulting to train teachers. On site training provided by expert consultants. Allow networking time to discuss/share implementation ideas.

2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
We surveyed the teachers as to ICT P.D. needs in the Spring of 2007. As a result of the survey results, workshops were designed to meet needs expressed by the teachers. A focus of the workshops has been to link the ICT literacy topic to the LwICT continuum. Examples of workshops include: using audio recordings in the curriculum, storytelling with Photostory and MovieMaker. Future workshops include storytelling with Comic Life, communicating with Web 2.0 tools, and grade group sharing. We also created and distributed a resource manual in September.
2.2 How much release time did your school/division provide for the teachers with whom you are working?
Release time provided: 4 – ½ day meetings where 20 teachers met to discuss LwICT. We get all the release time that we ask for.
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
We provided face-to-face, one-on-one mentoring and small group learning opportunities. Learning resources are also available on the BPSD website. Teachers are invited to share examples of student products and assessment ideas.
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Provide learning opportunities during school hours. Provide tasty treats!


Border Land


2. Professional Learning:
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
Coordination – BLSD provided some funding for the coordination of LwICT implementation
Summer Institute – 1-day workshop on LwICT where one rep per school was invited. Their responsibility was to implement LwICT in their classrooms and communicate about the continuum in their school.
Follow Up meetings – One in February and another planned in April.
School Leaders – 7 periods per cycle to mentor classroom teachers.
Classroom teacher – some time built into one teacher’s schedule to work with other teachers.

2007-08 – 2 Summer Institute sessions for teachers: one for new implementers/leaders, one for implementing teachers and current school leaders. Time built into schedules for school leaders to mentor teachers in their schools, time for coordination.
2.2 How much release time did your division provide for the teachers with whom you are working?
Teachers used one prep per cycle to meet with the LwICT school mentors. The division did not provide extra release time for teachers.
Teachers met during SI and that day can be traded for a teaching day during the year. Teachers will meet 2 days during the year.

2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
Mentoring – face-to-face = one period per cycle per teacher in one school so far.
Small group – face-to-face = 2 days per year for 8 teachers
Moodle platform set up from Summer Institute – used very little at this point

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Classroom specific strategies and activities are best
Access to immediate technological expertise in the classroom made a big difference
Teachers and principals understand the why and the how – solid foundation
Time has been provided to support teachers’ learning and division-wide implementation


Brandon


2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
· In Sept. we did a self assessment of ICT and integration skills, we discussed the purposeful use of ICT, we discussed the importance of partner/group work, we introduced the developmental continuum, we introduced the reporting scheme, we introduced the LICT website and resources, and practised an assessment using the developmental continuum.
· In Oct. we worked in grade cluster sessions planning one unit infusing technology.
· In Jan. we shared and discussed examples of learning experiences and student work, we discussed electronic portfolios.
· In June we will complete self assessment of ICT and integration skills to document growth, reflect and set goals, debrief the implementation for feedback for next year, and recommendations for future processes.
· Include teacher-librarians in process

2.2 How much release time did your division provide for the teachers with whom you are working?
· 4 half day sessions, plus addition time for small group planning sessions (as requested)

2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
· Face-to-face = 90%
· By Distance = 10%
· Large Group = 75%
· Small Group = 25%
· By Grade Level = 100%
· One-on-One mentoring = 0%

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
· Spread the introduction, planning, and sharing sessions appropriately. (Intro/planning close together – Sept/Oct)
· Combination of large and small group discussion and collaborative activities

DSFM

2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.

Une réunion divisionnaire des responsables multimédia a eu lieu le 19 septembre 2007
2.2 How much release time did your school/division provide for the teachers with whom you are working?
Une journée
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
Toutes ces façons
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Toutes ces façons, dépendant des besoins.



Evergreen


2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.

Schedule and type of professional learning
  • Have provided various ICT topics for the past 3 summers at a summer institute
  • Riding the Wave conference sessions on Literacy with ICT
  • Provided Literacy with ICT sessions at early dismissals
  • Have presented to leadership team
  • Will continue with summer institute sessions, literacy with ICT at early dismissals, follow up meetings of the Literacy with ICT team
Release time
  • Summer institute is considered as part of the release time as release time is provided to teachers who attend the two days during the summer with one day off during the school year.
  • Early dismissal time has been used to introduce this session

2.2 How much release time did your school/division provide for the teachers with whom you are working?

10 percent

2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?

We do a lot of f face-to face, mentoring, large and small groups. Afterschool, noon and PLC.

2.4 What tips does your team have for how to structures effective professional learning to support implementation of LwICT?
Have release time for school based facilitators to work with teachers and students in the classroom (or one on one with the teachers), in addition to other professional learning opportunities such as staff sharing at meetings, PLC's, PD Days.

type of professional learning
  • Have provided various ICT topics for the past 3 summers at a summer institute
  • Riding the Wave conference sessions on Literacy with ICT
  • Provided Literacy with ICT sessions at early dismissals
  • Have presented to leadership team
  • Will continue with summer institute sessions, literacy with ICT at early dismissals, follow up meetings of the Literacy with ICT team
Release time
  • Summer institute is considered as part of the release time as release time is provided to teachers who attend the two days during the summer with one day off during the school year.
  • Early dismissal time has been used to introduce this session
Type
  • 100 % is small group
Tips
  • Summer institute sessions
  • PLCs where all teachers involved can share and gain ICT with Literacy ideas

Flin Flon


2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
We have the team leaders that are mentoring the other teachers. There is also a professional development group.
2.2 How much release time did your school/division provide for the teachers with whom you are working?
Meeting o teachers preps, this year there wasn't any release time.
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
face to face
large group
small group
1 to 1 mentoring

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
group sharing where all teachers are involved at the same time


Fort La Bosse


2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
- Oct 27th, Jan 23rd, Mar 13th – full days
- Large group with presentations on LwICT, and individual sharing of activities and experiences.

2.2 How much release time did your division provide for the teachers with whom you are working?
- 3 PD days
- plus staff can apply for a Technology Pathfinder/Mentor half days as needed

2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
- 100% face to face with 50% large group, 25% small group, 25% grade group

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
- staff like the opportunity to share and hear what others have done - presentations
- grade level group discussion & sharing
- activity: identifying Successes and Challenges for gallery walk/sharing
- activities from LwICT implementation action research

Frontier


Garden Valley

2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
GVSD operates a "Tech College" to inservice teachers about LwICT Continuum and Computers in general. We run a session in the fall and again in winter.
2.2 How much release time did your school/division provide for the teachers with whom you are working?
None
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
The tech college groups are small in number - 10 - 20 participants.
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Our ICT Coordinator will be working in each of our schools helping teachers implement ICT Literacy in our division. Also, each school has a tech "facilitator" (a teacher with a few extra periods per week) to help staff implement ICT Literacy.

Hanover


  • We currently have 2 of our schools taking part in a Peer Coaching. We have 2 Peer Coaches.
  • Hanover Association of Principals has had 2 presentations made to them.
  • Division Technology has met with all principals to discuss plan.
  • There are two training sessions taking place in May to train Peer Coaches
  • There are two training sessions to take place in Early 2007/2008 for Peer Coaches
  • 4 half days for team thus far. Collaboration time will be mostly provided at the school level through overlapping prep times. There is very limited release time provided for Coach/team collaboration.
  • 20% small group
  • 60% face to face (one to one mentoring)
  • 15% distance
  • 5% grade level

Interlake


Schedule and type of professional learning
  • The “action research team” meetings have developed into discussions with the local computer steering committee and mentors throughout the division. The research team has developed the reporting tool to be used in conjunction with senior admin/mentors. Research team continues to provide training to divisional mentors as required. Grade level meetings are scheduled to take place to provide the required professional development to all K-8 teachers.
Release time
  • Initial plans detail ½ day professional development sessions for the grade level teachers. Additional time has been scheduled for the research and mentorship team.
Type
  • All sessions are in a face to face small group setting.
Tips
  • Action research team members have worked with their own students collecting samples. Action research team members have used these samples, and others to train school based mentors. At this point in time, all school based mentors have worked with members of their local school staff to develop samples of ICT to share at a divisional level.
  • A folder has been set up in First Class for mentors to submit samples of student work at the various grade levels.

Kelsey


Schedule and type of professional learning
  • We are going to be providing one-on-one learning opportunities for teachers and school leaders within our division, as well as group Q & A sessions, and group implementation skill-sharing sessions.
Release time
  • one day of large-group presentation
Type
  • Face-to-face - 76.8%
  • Distance - 0%
  • Large group - 20.4%
  • Small group - 2.8%
  • Grade level/snapshot grouping - 0%
  • One-on-one mentoring - included in "face-to-face" percentage
Tips
  • There should be at least one mentor for each school building in our division
  • We should have at least one representative from each grade level to work toward becoming a mentor
  • Do not burden teachers with extraneous tasks
  • There is only so much a teacher is willing to do on their own initiative without having a large amount of support when talking about implementing ICT
  • Brief new teachers entering the division on the LwICT aspects of their school/division

  • 2007 - 2008
    2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
  • Completed half day and full day PD's. Plan to do more PD's. Demonstated use of Inspiration and Net trekker.
2.2 How much release time did your school/division provide for the teachers with whom you are working? Minimal, however, provided meeting times for all staff to work on this during early dismissal.

2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)? Large group, one on one, and one on one mentoring.

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT? Classroom teachers should be part of the implementation team, rather then administrators, phys ed/music teachers.


Lakeshore


Schedule and type of professional learning opportunities 1) K-8 levels meetings 2) Administrators meetings 3) Individual school meetings 4) Individual teacher meetings 5) Microsoft “Building 21st Century Schools” workshop 6) Peer Coaching training 7) Divisional PD Sessions
Release time for the teachers 1 full day with the option to do more with teachers own personal PD.
percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other NA – All have happened in our division
Tips 1) time for hands on activities 2) access to resources – Portal 3) time to meet with other teachers that teach the same levels 4) time to explore ICT in a non threatening way 5) resource time to learn the Continnuum. 6) need instant communication for teachers who need assistance


Lord Selkirk


Schedule and type of professional learning
  • We have notified principals that we are offering LwICT orientations and asked that they schedule a time for presentation. Half of the schools have received orientation to date.
Release time
  • 5 days per teacher (limited to TALL pilot)
Type

  • 60% large group
  • 30% small group
  • 10% one-on-one
Tips
  • Training needs to be activated through core curricular pursuits.

Louis Riel


MFNERC


Mountain View

2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division. Provided: an overview was presented to administrators and board members. Sept session for pilot teachers (one representative from each school in our division) – John, Ros and Cheryl were present as reps from the department and helped introduce LwICT to teachers. Discussion re assessment.(changes to be made etc…..) Expectations discussedTechnology needs survey sent out to all K-8 teachers of division. (to help target p.d. that will be required in order to support staff.)
Feb. session for pilot teachers. Ongoing discussions and work session matching descriptors to report. Emphasis on assessment, collection information and observations. Continued to collect samples for eportfolio,
Will Provide : another overview for administrators, with a focus on implementation year. Need to be aware of reporting as well as pd needs of staff.
2.2 How much release time did your division provide for the teachers with whom you are working? One day in September (we also met in feb, but that was a divisional based pd where it was optional to attend)2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
Face to face – 100%
Email- created an email group to share ideas and resources
Large group – 100%
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Hands on and resource based
Collaborative groups at their grade level
2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.

Session on using the continuum, sharing ideas and assessment
2.2 How much release time did your school/division provide for the teachers with whom you are working?
Teachers were given release time to meet as teams and as school based teams one day for school team sessions and two days for division wide
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
See above
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?

In house and grade specfic.


Mystery Lake


2007-2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
Jan. 11/08 - School Based Implementation Meeting .5 day
Feb. 6/08 - School Based Team Members Implementation Meeting . 5 day
Feb. 12/08 - School Based Implementation Leaders 1 day
Jan. - Jun/08 - Laptops on desktops pilot training .5 day
TBA - All schools will receive 1 day professional learning for literacy w/ ict in 2008/09

2.2 How much release time did your school/division provide for the teachers with whom you are working?
As needed
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
face-to-face, large group, small group, one-on-one, distance (ivisit)
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
ongoing, systematic, and as needed



PARK WEST



2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.

- 2 formal days of workshops plus individual support plus peer support
2.2 How much release time did your school/division provide for the teachers with whom you are working?
- 2 to three days of PD
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
- multiple: divided into K-2; 3-4; 5-6; 7-8 groups, formal presenations, hands on activities, sharing, and homework.
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
-
divide up into cohesive grade groups; one on one time as required; takes 2-3 years for it to really be implemented; homework is also important.


Pembina Trails


2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
We are offering 4 half days and 1 full day for our pilot teams. During each session, we had break out sessions for Early and Middle years.
Focus areas for the sessions;
-Session 1- focused on the language, brief intro to the continuum, video exemplars looking for descriptors
-Session 2- sharing session of various ICT applications for both Early and Middle Years
-intro to Share Point
-Session 3- EPearl introduction
-review of Share Point and postings
-MECY learning experiences, identified the ICT descriptors
-sharing the plans of each school for implementation
-Session 4- tentative plan-focus on assessment and reporting
-Session 5- tentative plan-individual school plans for future implementation and needed divisional supports

2.2 How much release time did your division provide for the teachers with whom you a
re working?
We were provided with 6 half days and 1 full per teacher ~90 days of sub release time

2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
Face-to-face- pilot school gatherings
Distance- Share Point and email
Large group- when we gather as early and middle years
Grade Level- again Early and Middle
*All this varies depending on the needs of each member and pilot school.

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
-provide release time and support
-opportunities to share and meet
-frequent meetings
-on-going discussions

2007 - 2008
2.1 We are offering 4 half days and 1 full day for all school based LwICT teams for all 29 schools that house a component of K - 8. During each session, we had break out sessions for Early and Middle years.
Focus areas for the sessions;
-Session 1- focused on the language, intro to the continuum, intro to web-based resources on MECY site, introduction to ePEARL and process for setting up accounts on Divisional server.
-Session 2- sharing session of various ICT applications for both Early and Middle Years
-Session 3- focus on Virtual Manipulatives, SMART Board, Wikis, and Blogs as tools to use in instruction
-opportunity to do common planning to develop themes using Continuum -sharing the plans of each school for implementation
-Session 4- Inquiry Process and how it connects to the LwICT initiative.
- formal reporting process
-Session 5- Introduction of parent pamphlet to school team members.
- School team reflection on initiatives undertaken this year/Steps for next year.

2.2 How much release time did your school/division provide for the teachers with whom you are working?
- In addition to school team release time as identified in 2.1, implementation team members have been released approximately 4 half-days throughout the course of the year for session planning.

2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other
- School team sessions have been designed to be large group (approx. 15) and in most cases are broken into EY or MY focus groups.
- Professional learning sessions are also provided after school through our Staff Development Center. Groups of approximately 10.
- On a school to school basis, there is a great deal of one-on-one mentoring and small learning group sessions.

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
- Most effective if professional learning opportunities are provided during school hours. Very difficult to have people attend sessions after school, and in our division formal meetings at lunch may not be called.
- Spend considerable time with hands-on experiences where teachers can identify descriptors, make connections with what they are currently doing, and provide ample time to dialogue with peers.

Pine Creek

2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
The three meetings are setup as 1. introduction 2.sharing what we have done so far. 3.Sharing and planning how to implement in their school building.
The coordinator will also visit the classrooms of the team teachers to offer ongoing support.

2.2 How much release time did your division provide for the teachers with whom you are working?
The division has allowed the above meeting times for PD release for the team members.

2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
The vast majority of the professional learning for the team is in the F2F team group format.

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?



Portage La Prairie



1. LwICT Implementation Team:
1.1 What is the composition of your LwICT team (#senior admin, #school leaders, #consultants, # teacher-librarians, #classroom teachers)?

2 school leaders (principal, vp), 1 consultant, 3 classroom teachers
1.2 What is the role of your team in LwICT implementation?
Liason with Dept LwICT group and education and support our teachers
1.3 How much release time did your division provide for your team this school year to meet and plan and to provide professional learning or mentoring?
Limited time provided to date. Most meetings on school PD days, ½ day for Yellowquill PD day, after school sessions.
1.4 What tips does your team have for how to structure an effective LwICT implementation team?
Get more people involved. Get grade groups involved. Get information to teachers ahead of time before meetings. Revisit, ongoing support, on staff meetings agenda. Sharing of student work. Be postivie and supportive, encourage teachers. Help teachers recognize recognize what they are already doing.

2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.

1 group session, implementation team session, teacher has 4 periods per 6 day cycle for student and teacher training in YQS; Tuesday night sessions bi-monthly for teacher training in FLR; informal training and mentorship in EAMS; Smartboard training in schools, casual training in schools, some workshops, specialized group training sessions, release for PD training (ex. BYTE), release time for in school and grade group training. More workshops and training planned.

2.2 How much release time did your school/division provide for the teachers with whom you are working?
Release time is provided as needed, the team has met formally twice so far this year, more sessions are planned and release time has been provided for some team members in their schools in their regular schedule.

2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
Workshops for LwICT intro, Workshop for Kidspiration/Inspiration, a number of Smartboard sessions have been held, grade level training and sessions, small group training in schools, one-on-one mentoring available in most schools and some schools have assigned specific time for it.

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
non-threatening atmosphere, send a teacher-mentor with a class and teacher to the lab so they all learn together, set aside specific time devoted to LwICT, make equipment accessible and make sure teachers know how to find information and provide easy access to the equipment,



Prairie Rose

2.1 Describe the schedule and type of professional learning opportunities your school-based LwICT team provided, or are planning to provide, for teachers in your school.
· Tech teachers use Early Dismissal time for professional development
· PRSD LwICT in-service/training days –
· Topics 06-07:
o Day 1 Internet searching, LwICT document, social bookmarking
o Day 2 Web 2.0 – Wikis
o Day 3 Web 2.0 - Podcasting; Digital storytelling using Photostory 3
· PRSD LwICT Wiki – http://joevans.pbwiki.com
2.2 How much release time did your school leader provide for the teachers in your school to work together on LwICT?
·
Tech teacher release time various from school to school. (.10 - .40)
2.3 What proportion of your professional learning about LwICT is face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
·
Most of our professional learning in PRSD is small group and one-on-one mentoring
2.4 What tips does your team have for how to structure effective school-based professional learning to support implementation of LwICT?
·
Utilize skills within the division
· Supportive leadership
· Common vision for division plan and implementation
· Use of Web 2.0 applications – low cost/ no cost



Prairie Spirit

2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
1.) Vertical Workgroups...Timetabled into school day…guest presenters/in-school presenters…staff divided into two teams, kids are cross-graded, but staff are Early Years/Middle Years…every student meets twice a month in their group…staff meet once a month as a team and once with students. Meeting goals of total school community are focused on priorities of the school plan. The plan calls for the understanding that LwICT is incorporated in many areas like ELA/Math Literacy and school climate.
2) Mini staff P.D. sessions as part of reg. staff meetings where a new topic is introduced or shared with entire staff every month.
3) Cross-grade peer coaching…ie. Grade 6 and Grade 1. Grade 6 is introduced to a new concept or task using ICT and then they are responsible for working with the Grade 1 paired student. Grade 6 student is NOT to be the “doer” but a guide using descriptive language skills to help the younger child. The thinking being that nothing is taught in isolation but sees the curricular connections.
4) Full day In-school P.D. session supporting specific “how to’s” or providing time for the staff to expand their knowledge within LwICT.
5) One-to-one peer sharing ideas within the school.
2.2 How much release time did your division provide for the teachers with whom you are working?
None from division but an available option within school budget.
2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
Face to face and small groups comprise majority of time, but also moving to distance learning using Elluminate.
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
See 2.1


Red River Valley

2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
We do have a plan... but have been unable to following it due to our hands being tied financially. The $15,000 for our division has not been released to us from the division to date.

2.2 How much release time did your school/division provide for the teachers with whom you are working?
None as of yet.

2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
face to face and one on one mentoring.

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Adminstrator at all levels need to be on board.


River East Transcona


2. Professional Learning:
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.

Overview of LwICT document to Admins, 2 Pilot Schools, Consultants, Tech Coordinators, Teacher-Librarians. Teacher librarians, pilot, and phase 1 schools technology leadership teams were inserviced on an inquiry model from the U of A. Provide workshops for small groups of teachers to develop lessons integrating technology.
2.2 How much release time did your division provide for the teachers with whom you are working?
12.5 days
2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
Large group
30%, small group
60%, one-on-one = 10%
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Hands on, support small groups, resources at school, release time, mentoring. Develop learning communities.


Rolling River


Professional Learning:
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
2006/07 – ½ day for grades 4,6,7,8 Do one of the learning experiences and report on it. ¼ day one-on-one with teachers at their school
2007/08 - 2 days Literacy with ICT with each grade and with school leaders. 1 day ICT literacy workshop
2008/09 – 2 days repeated
2.2 How much release time did your division provide for the teachers with whom you are working? ½ day
2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other? 50% large group, 50% one-on-one
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT? Give specific outcomes and follow up. Have every subject area incorporate LICT experiences into their curriculum such as has been done with the Social Studies.


St Alphonsus School


2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
We have a schedule that needs to be revisited and revised.
2.2 How much release time did your school/division provide for the teachers with whom you are working?
minimal
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
we do some one-to-one mentoring and small group
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
We need a revised schedule to plan opportunities not necessarily headed by the administration.


St Emile School


St Charles School


St Ignatius School

2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
2.2 How much release time did your school/division provide for the teachers with whom you are working?
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?



St James-Assiniboia


We need to initiate the following PD opportunities:
-Literacy with ICT team expanded to include greater representation.
-Team has met, reviewed document, met with representatives from the department.
-Literacy with ICT document has been distributed to administrators.
-Team has been set up with ePearl accounts, and plan to pilot in near future
-Presentation to trustees
-Presentation to admin council and coordinators
-Presentation to admin leadership class
-Presentation to representatives from schools (intro to continuum, and much, much more)
-Creation of a divisional ICT continuum in First Class
-Pull down resources from MECY PLC for divisional use.
-Process put in place for resource sharing.
-Time for PIAs to meet with ICT team

- Release time for PD is also being provided through coordinator’s release time (pool of 30 days we can draw from that is shared from other technology initiatives)

- Although we have the resources in place to do a great deal of online PD, most of our PD is taking place face to face. However, it is difficult to judge how much P.D. is taking place through our online learning communities...

- Our team feels that these things are all essential for guiding professional development opportunities: awareness, communication, implementation, professional learning, authentic, on-going, just-in-time professional development, respond to identified needs, structured approach as well as just-in-time.

St. John's Ravenscourt


St. Mary's Academy


St Maurice School


2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
We have conducted a survey to find out the ICT training needs of all our staff members. This will provide
the basis for the type of professional learning opportunities that we introduce.
2.2 How much release time did your division provide for the teachers with whom you are working?
2 full days.
2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
Various grade levels, face to face in a small group.
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Structured plan is a must!
Survey your staff to find out their interests and needs so you can tailor the limited time effectively.


Seine River


-supporting the technology initiative
-PD provided to all the technology school(next year the remaining school teachers will have laptops)
-ICT presentations to all the schools and at the principals meetings.
-2 days of sub time per school for the whole division
-$5000 budget set aside for support and planning for the implementation.
-consultants are in the schools for one whole day every two weeks.
-100% face to face (consultants in the buildings)
-next year there will be more distance education in the area of projecting the training.
-e-mentoring is being explored for next year.
-% vary with location. One-on-one mentoring (informally)
-addressing the different learning needs of all the teachers abd leaders in the division (ie. distance learning, online support and face to face, etc...)
-focus on teacher learning for instruction in the classroom.
-helping the teachers who aren't comfotable to be comfortable and the software in the classroom.

Seven Oaks


Southwest Horizon


2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
  • We have been given sufficient time for professional development
  • School-based PD
  • Frequent Learning Groups referencing ICT
  • Technology Mentor meets with teachers as requested or for scheduled meetings
  • Interesting links-software listed on First Class conference

2.2 How much release time did your school/division provide for the teachers with whom you are working?
  • Release time has been provided as requested

2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
  • We have used all of the listed professional learning opportunities listed above. Mentors will work face to face, in small groups or grade level groups.

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
  • Have a resource person available in each school.


2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
Presentation of Continuum to school administrators, tech. mentors, classroom teachers to identify the outcomes on the continuum and introduce teachers to ICT website. PD opportunities are also provided during the school day and/or after school hours by the school mentors/LwICT team. Attendance at some divisional PD (“learning groups”) and provincial conferences (“Byte”) is encouraged.
2.2 How much release time did your division provide for the teachers with whom you are working?
Our division provides release upon request.
2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
80% one-on-one, 20% groups
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
One-on-one mentoring appears to be most effective.

Sunrise


2. Professional Learning:
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.

  • To date we have provided training to teachers on ICT literacy.
  • We are providing opportunities to teachers at the end of the day.
  • Release time has been provided, in some schools, to teachers who show an interest in this area.

2.2 How much release time did your division provide for the teachers with whom you are working?
  • Time has been provided to some teachers in some schools based on school goals.
  • Collaboration money has been used in some schools.

2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
  • Meeting Times Large 15% Small Group or one-on-one the rest of the time.
  • Another school: small group 100%.
  • It varies from school to school.

2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
  • Getting the team from the dept. can be a real asset in a school that has gone to school wide implementation.



Swan Valley

2.1 Describe the schedule and type of professional learning opportunities your school-based LwICT team provided, or are planning to provide, for teachers in your school.
  • September - .5 day - blogging -
  • October - visited school leaders and administrators w/ Dept. LwICT Team
  • November – 1 day – Intro to LwICT to school leaders
  • December - .5 day – SmartBoard, Protopage
  • January - 1 – Assessment
  • February - .5 day – Student friendly profiles, developing technology acceptable use policy
  • May – 1 day – reporting, e-portfolios
  • June - .5 day – reflection, planning
2.2 How much release time did your school leader provide for the teachers in your school to work together on LwICT?
  • five days each
2.3 What proportion of your professional learning about LwICT is face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
  • 90% - large group
  • 10% - early years / middle years
2.4 What tips does your team have for how to structure effective school-based professional learning to support implementation of LwICT?
  • good communication among members
  • supports tailored to individual needs (blogging, smartboard, protopage, wikis)
  • sharing successful classroom LwICT experiences


Turtle Mountain


2.1Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division. Fall – General information sessions were held for all staff, 2 -1/2 day inservices for staff Winter - Divisional planning night with teachers, administration, parents and board members, Educational Specific Board Meeting presentation, Spring – 2-1/2 day for staff
2.2 How much release time did your division provide for the teachers with whom you are working? 1 day for all, some had an additional ½ day for personal tutoring.
2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other? Majority of our learning is done face to face , small groups with area grouping. One-on-one mentoring is done on an as- needed basis.
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT? Take suggestions from the learners, provide small group or one-on-one instruction, grade grouping


Turtle River


Western


2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
· Introduced to all schools’ admin through an admin council meeting
· Prepared and delivered a powerpoint presentation to introduce LwICT to entire divisional teaching staff at an early closing
· Completed 2 half day training sessions with our critical ICT friends
· Surveyed divisional teaching staff on tech PD needs and have planned a Technology Mini-options Workshop early closing
· Have an additional half day training session coming up in Feb.
2.2 How much release time did your division provide for the teachers with whom you are working? 3 half days
2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other? All face-to-face one group (we are fortunate due to small divisional size)
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT? In order to be effective we find it is important to be actually in a lab and provide time for hands on activities.

2007 - 2008
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
Two half day training sessions with critical friends, 2 hrs of PD on Ethics and Responsibilities with Cheryl, each grade level has 2 half days of release time to meet and work on needs they have identified at their level, full day of mini-options
2.2 How much release time did your school/division provide for the teachers with whom you are working?
1 for everyone, and 2 for leadership and critical friends teams.
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
large group, grade groups, mini-options
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Keep in mind the various levels of staff -- need to have options for all levels of expertise; having a trained leader for each grade level has been beneficial; it is important to have flexibility in groups setting agendas based on their needs


Whiteshell

2. Professional Learning:
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your division.
We have done a needs assessment and we are using that as our guide to meet the staff’s needs on an individual school basis. We have PD days planned for different skills as well as we will be using our early dismissals to get together for LwICT.
2.2 How much release time did your division provide for the teachers with whom you are working? None yet.but plan to have some time assigned for mentoring with epearl as well as use our early dismissals to work on Lw ICT
2.3 What percentages of your professional learning are face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other?
At this point it is all face to face, 95% large group and 5% one on one.
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Using early dismissals is effective. Mentoring. Information from needs assessment.


Winnipeg


Winnipeg Board of Jewish Education


2. Professional
2.1 Describe the schedule and type of professional learning opportunities your LwICT team provided, or are planning to provide, for teachers and school leaders in your school/division.
We had a session in December with our K-2 teachers. Judy and Sandy gave them an overview of LwICT and discussed implementing the assessment piece for their students. Some teachers requested follow-up sessions to discuss using such items as the SmartBoard in their classrooms. There is a session coming up on March 7 with the grades 7 and 8 Social Studies and Language Arts teachers. Judy is currently working with grades 3 - 6, both with teachers and their classrooms.
2.2 How much release time did your school/division provide for the teachers with whom you are working?
Teachers were given a half-day session to discuss LwICT.
2.3 What types of professional learning opportunities did you provide (eg. face-to-face, by distance, large group, small group, by grade level or snapshot grouping, one-on-one mentoring, other)?
Judy works one-on-one with teachers in grades 3 - 6, usually every two weeks, although some teachers work with her every week. These sessions involve using ICT across the curriculum, as well as on-going professional development with technology.
2.4 What tips does your team have for how to structure effective professional learning to support implementation of LwICT?
Teachers find it very useful to have someone with whom they can discuss LwICT.