Volume 2, Number 2, Spring 2013
V2.2.1
by Lissa Steele
Abstract
This article describes the year-long process of Chinook’s Edge School Division collaborating to create an integrating framework that aligns our district’s beliefs and practices around a vision for improving teaching and learning for all students. This paper stresses the importance of a side-by-side approach to developing an institution-wide vision and strategy, and suggests that fostering quality teaching is an essential, multi-level endeavor requiring support at district, school, and classroom levels.
V2.2.2
Using Mobile Technologies in French Immersion Classrooms: Enriching Second Language Acquisition [pdf]
By Gerry Gaudet
Abstract
École Edwards Elementary School is a dual-track, kindergarten to grade four school located in Airdrie, Alberta in the Rocky View School Division. The school received a grant to enable 19 primary French Immersion teachers to participate in a collaborative action research project that investigated the use of mobile technologies, specifically iPods and iPads, and their impact on second language acquisition. These mobile devices were embedded directly into each teacher’s classroom, resulting in ubiquitous access to four or five iPods as well as an iPad for these young language learners. In conjunction with the placement of tools in the classrooms, release time for professional learning was provided that allowed for collaboration, trouble-shooting, and most importantly, reflection on improving teacher practice. Teachers met in small, cross-graded groups that included five teachers and a school administrator. Teacher conversations were captured digitally in a Google Group discussion board, and teachers were able to read, reflect, and respond to their colleagues’ questions and learnings in a flexible format. Project findings were categorized into four major themes: French language acquisition, assessment practices, mobile devices as tools to accelerate student learning, and action research as a method of enhancing personal professional teacher practice. This paper identifies key learning points and recommendations, as well as areas of consideration for future research.
V2.2.3
A Study of Informal Teacher Learning During the First Three Cycles of AISI [pdf]
By Pamela Timanson
Abstract
This paper presents the conceptual framework and findings from a study that explored teacher informal learning in the context of the Alberta Initiative for School Improvement (AISI). A qualitative analysis was completed on projects completed during the first three cycles of AISI. Results offer a description of various learning modes in which teachers are participating and the collaborative teacher practices that have been exhibited. This study provides much needed insight into our Alberta professional learning context specific to an historical overview of the informal learning practices of teachers and the role that teacher collaboration is playing in the school improvement process.
V2.2.4
AISI Builds Leadership Capacity [pdf]
By Donna Mayer
Abstract
The AISI Handbook for Cycle 4 states, “Leadership occurs at all levels and should be shared. Building a common vision, and a committed team, establishing partnerships, creating high-achieving learning environments and leading and managing change are all aspects of successful leadership” (p. 8). Within the case-study methodology and utilizing semi-structured interviews, this study explored leadership capacity building that occurred at the school and school system level as a result of the Alberta Initiative for School Improvement. As an unexpected outcome of AISI, numerous teachers across Alberta have been able to experience leadership in a variety of ways that were not previously available to them. Participants relayed leadership experiences that occurred through these roles newly created as a result of AISI.
V2.2.5
by Stacey-Ann Pothier and Heather Hill
Abstract
This article discusses experiences of teachers and students in the Excellence in Learning project at École Elbow Valley Elementary School. Ten staff members from French Immersion and English tracks participated in a collaborative action research process to explore the use of alternate technology pedagogies in language acquisition, dialogue, and metacognitive thinking. The voluntary teacher participants used digital documentation to record interactions and activities that guided the direction of their learning cycle.
V2.2.6
Six Practical Suggestions for Beginning Teachers' Professional Learning [pdf]
By Jeff Kuntz and Jim Parsons
Abstract
Drawing on recent research, literature and observations as teachers and school improvement advocates, this article offers suggestions for beginning teachers on how to recognize and explore the big questions related to teaching and learning, how to build on success and learn from missteps, and how to ensure a rewarding career based upon collective and individual inquiry. The six suggestions include addressing student engagement, sharing expertise, building trust and relationships, establishing routines, focusing on the process of learning, and practicing self-advocacy.
V2.2.7
Understanding in Junior High Math: Can a Change in How We Assess Make a Difference? [pdf]
By Fonda Vadnais
Abstract
Conceptual understanding in mathematics at the middle grades is lacking in many Alberta students. Research suggests that by making connections with previous learning and using repeated formative assessment with descriptive feedback, teachers may be able to positively impact conceptual understanding. This paper examines one school’s journey over three years, specific to ways that teachers changed the way they assessed, how they used formative assessment, and how they reported student achievement in junior high math. Grade 9 Provincial Achievement Tests results were compared over the first two years of implementation of the new Alberta math curriculum, the first year with previous, more traditional assessment practices, and the second year after initiating the change in assessment practices. A target group was followed over a four year period as well, tracking year end performances on grade 6 and 9 Provincial Achievement Tests and grade 7 and 8 divisionally developed final exams.