Bluewater Action Research Network 2014 Sharing Our Knowledge Symposium

Bluewater Action Research Network 2014 Sharing Our Knowledge Symposium Bluewater District School Board, Chesley, ON May 12th, 2014

This project was made possible through the Teacher Learning and Leadership Program (TLLP) funded by the Ontario Ministry of Education.

Time Session Room Presenters Time Keeper 9:00-9:45 Introduction Teeswater Cathy Griffin & Liz Campbell The use of feedback as a way to improve Sydenham Shanda Cathy Griffin 10:00-10:45 our practice and to improve student Wilson & learning. Lauren Penner Sharing Session Lipsett A How can I improve my teaching Pottawatomi Janice Coleby Jackie Delong techniques to ensure learning includes the key components of confidence and self esteem - specifically in the study of mathematics? How can I improve students’ ability to Teeswater Leslie Liz Campbell empathize with others using character Turcotte development, creative journal writing, self-observation and performance? How does time to meet with colleagues, Sydenham Amy Liz Campbell 11:00-11:45 discuss new strategies and reflect on McCauley- practice improve my own teaching Hoare, Sharing Session experience and the learning of my Kim Kearns & B students? Susan Potter How can looking more deeply into my life Pottawatomi Melissa Cathy Griffin and motivations enhance the way that I Juniper teach and interact with my students?

Building my own resiliency, self- Teeswater Beth Fischer Jackie Delong advocacy skills and self-confidence to be a better educator and in turn support my students. 12:00-1:00 Lunch (provided)

Can I improve student engagement using Sydenham Krystal Damm Cathy Griffin 1:00-1:45 open questions in my mathematics classroom? Sharing Session How can I improve my authenticity in the Pottawatomi Bradley Liz Campbell C classroom in a way that empowers Clarke students to do the same?

Co-creating curriculum with students to Teeswater Kelly Jackie Delong develop resiliency to increase students’ self- McDougall worth, self-sufficiency and ultimately, improve their experience with learning. 2:00-3:30 Wrap Up Teeswater Cathy Griffin & Liz Campbell & Jackie Delong Bluewater Action Research Network 2014 Sharing Our Knowledge Symposium Bluewater District School Board, Chesley, ON May 12th, 2014 Presenters Cathy Griffin: I have 16 years teaching experience and a MEd. in curriculum development and leadership. I have held various in-school leadership positions and facilitated professional development including, leading a Teacher Learning and Leadership Program (TLLP) on improving instruction and learning in mathematics (2012-13). My greatest concern in education is the wellbeing of my students, my colleagues and myself. I would like my efforts as an educator to allow both others and myself to thrive. I know that building authentic, trusting and caring relationships is one way to build resilience, or “being able to recover from, or adjust easily to, change or misfortune; being able to thrive in challenging circumstances” (Ontario Leadership Framework User Guide, 2013). Liz Campbell: I have been a high school teacher for almost two decades and a passionate learner for over five decades. I believe I have a responsibility to contribute to a shift in education that recognizes the embodied knowledge of the learners in my care whether they are teenagers, new teachers, veteran teachers or educational practitioners. I embrace the idea of alternative ways of knowing to identify, generate, and represent knowledge in order to create new and sustainable solutions for the problems that plague our world today. The hope for our future lies within our ability to creatively collaborate and find a way to unveil the voice of individuals in order to create a new and sustainable harmony of the collective voice.

Research Focus: Our research focus through setting up and co-facilitating the inaugural year of BARN, is the nature of our influence as leaders in helping to create a thriving action research network. As we come to the end of our first year, we are asking if we were able to help create a network:  in which members co-create a common understanding of group values, goals and success criteria with the improvement of student wellbeing and achievement at the core;  in which members engage in successive action reflection cycles to answer the question, “How can I improve my practice?”  in which learning is deepened through authentic, relevant and meaningful self-directed and self-determined inquiry; Jackie Delong: Experience in variety of positions from teacher to superintendent in a school district and as a teacher of graduate courses in universities enables me to continue my own living-theory research and to support other practitioner- researchers to conduct action research on their practice. In this work I express my responsibility for spreading the influences of cultures of inquiry for the generation of Living-Educational-Theories (Whitehead, 2003) as part of the process of improving teaching and learning. I am currently working with colleagues in the Bluewater Action Research Network. My research and that of my colleagues is located at (http://www.spanglefish.com/ActionResearchCanada).

Research Focus: During the 2013-2014 school year, the team of Cathy Griffin, Liz Campbell and Jackie Delong created and implemented the Bluewater Action Research Network promoting teacher-led professional development: a continuation of collaborative work since 2009. The creation of a culture of inquiry (Delong, 2002) in which teachers and students engage in deep, sustainable, transformative learning for the generation of Living-Educational-Theories (Whitehead, 2003) can be seen to improve teaching and learning. The power of democratic cultures of inquiry in which individuals share their embodied knowledge with humility and influence each other by being clear about intentions, being vulnerable about imperfections and being accountable by inviting others to evaluate our practice, is evident (Delong, 2013). As an educational practitioner I engaged on a personal level in creating my own living theory by intending to live according to values that carry hope for the flourishing of humanity as explanatory principles in the explanations of educational influence.

Brad Clarke: I come from a working class background and I am proud of it. Hard work, honesty, integrity, and always giving your best effort are important to me. An understanding of how the world works and the hardships people face are important for me to understand. It is these values that have been taught to me that I hold dearly and try to bring with me into the classroom. I think of myself as the voice of the everyman in a profession that seems to try to forget about him. I live with my wife, Connie, and we have five children. Yes, five. There is never a dull moment around our house! I have been teaching since September 2000 (eight years in Grade 7 and/or 8, and four years in Grade 5 and/or 6). I have always been a person who is not afraid to show my own emotional vulnerability to my students. There are some students, however; who make it much more difficult to allow myself to show any vulnerability in front of. This is not unlike how students feel and I am very aware that the relationships among students can make it very difficult to be openly vulnerable. I have often believed that students will be willing to “walk through a wall for you” if they feel that you have connected with them and see you (a teacher) as an ally and not the enemy. I have also felt that most of the students with whom I have worked have, indeed, seen me as an ally.

Research Focus: The purpose of my inquiry is to collect data to see if there is actually a connection between showing my own vulnerability to my students and their willingness to be vulnerable in return: How can I improve my authenticity in the classroom in a way that empowers students to do the same?

Janice Coleby: In 1996, as a mother of two young children, I had been working part time at a preschool and fell in love with every aspect of teaching. It was at that point that I decided to go back to school at night to attend Canadian Mothercraft Society, a college based in Toronto. I continued to work, raise my children and go to night school. I made a personal goal to finish the 28 courses by 2000 and graduate. With the support of my children and husband, I was able to achieve that goal, while also being recognized for professional excellence in the field through receiving the McDermit award. I continue to love what I do and constantly aim to challenge myself to go beyond the traditional teaching methods. Research Focus: Having taught Kindergarten and Preschool as well as having worked with children with diverse abilities for over 20 years, I came to the understanding that all children learn differently and need to be supported throughout the process. My goal is to focus on building confidence and self esteem in each student over all areas of learning. The focus of my research will be answering the question, how can I improve teaching techniques to ensure learning includes these key components, specifically in the study of mathematics? It is my belief that empowering children to become active participants in their learning will create an environment in which problem solving skills can be built.

Krystal Damm I am a secondary teacher who has been teaching since 2008. My teachable subjects are English and mathematics. From 2009-2012, I participated in the Collaborative Inquiry in Learning Mathematics (CILM) project in Bluewater. During the CILM project, I observed students and teachers engaged in learning and teaching mathematics. I chose to continue my work in this area by posing the action research question: can I improve student engagement using open questions in my mathematics classroom?

Beth Fischer: Beth Fischer is currently a Student Success teacher at a rural secondary school in Southern Ontario. For 14 years she has developed her passion for working with at-risk students and helping them to find their voice. She was instrumental in setting up and running an off-site SALEP Centre for 7 years. This program wrapped around the total student, meeting their educational, social and emotional needs in a nurturing environment. Now in a traditional high school setting, her day consists of connecting with and programing for marginalized students on a daily basis. Her embodied knowledge has allowed many young people to feel valued, allowing them to set and reach their goals. Beth lives with her husband Tom and together they have raised 3 boys to be wonderful young men. Winston, the furry family member goes with them everywhere. Beth's passions are connecting with family and friends, running and fitness, reading, music, decorating and fashion. Surprisingly she recently discovered a love for the adrenaline rush that paintballing brings.

Research Focus: When Beth started the action research, her original question was how to help students build resiliency, self advocacy skills and confidence in themselves. (Dec. 5) As it turns out, through reflections and data collections it was really not about the students but about how she needed to respect herself enough to build her own resiliency, self- advocacy skills and self-confidence to be a better educator and in turn support the students. (April 11) Through the reflection of a triangulation of sources, Beth has come to realize that “self-care is not selfish” and that saying NO can be empowering and effective in the management of oneself to help others.

Melissa Juniper: I am a teacher with 14 years experience. I have been a member of the leadership team in roles such as computer technology contact teacher, literacy contact teacher, elementary contact teacher, and interim lead teacher. I have found action research an excellent way of improving my confidence as a teacher. I currently teach Grade 7/8 at Osprey Central School. Research Focus: My participation in BARN has been a continuation of my TLLP experience from last year where I gained a true appreciation for Living Theory Action Research. One of my most valuable findings during our study was a sense of improved self- confidence that emerged from making myself more vulnerable. My original question, for BARN, “How can I help my students to better self-assess their work?” has turned into a further journey into self-discovery. I realized that in order to help my students, I first needed to help myself. I have been very inspired by the work of Brene Brown and others to live a more authentic, whole- hearted life and be more kind to myself. I feel that this opportunity to look more deeply into my life and motivations will definitely enhance the way that I teach and interact with my students.

Kim Kearns: Grade 3 teacher at Beaver Valley Community School.

Research Focus: How does time to meet with colleagues, discuss new strategies and reflect on practice improve my own teaching experience and the learning of my students?

Lauren Lipsett has been teaching for the past 13 years with the Bluewater District School Board and has taught in each division with the majority of her teaching time spent in the role of Behaviour Resource Teacher. Currently she is teaching a 7/8 split class. Lauren and her husband Rob have 2 children, John aged 11 and Sophie aged 7. Research Focus: This self-study examined my teaching practice when guiding grade seven and eight students through a media learning project. I feel the relationships I build with my students makes them more open to giving and receiving feedback. I believe that this approach is instrumental in engaging the students in my classroom. I focused on the use of feedback as a way to improve my practice and to improve student learning.

Amy McCauley-Hoare My interest in teaching began at University during my Educational Psychology course when I was given the opportunity to work in school placements. Once I had this opportunity my focus on psychology quickly changed and I knew teaching was my passion. I applied to Teacher’s College and was not accepted so I spent the next year volunteering in other classrooms and working. I was accepted to Nipissing University the following September and graduated in 1995 with my Primary, Junior and Intermediate qualifications. My teaching experience has been in the Bluewater District School Board. I am in my 18th year of teaching. Much of this time has been spent in the primary division and the majority of years in grade three. I have also been in the role of Literacy Contact Teacher, NTIP mentor and was actively involved in a team of teachers that wrote the Bluewater Writing Assessment. This writing tool includes success criteria and learning goals for a variety of writing prompts for grades kindergarten to grade 8. Research Focus: How does time to meet with colleagues, discuss new strategies and reflect on practice improve my own teaching experience and the learning of my students? Kelly McDougall: Secondary Visual Arts Educator at Peninsula Shores District School, Wiarton.

Research Focus: Having noticed that students are often easily discouraged or give up quickly when they are faced with a learning challenge, research around developing resiliency has informed my process and my planning this past year. Development of this character trait increases students’ self- worth, self -sufficiency and ultimately, improves their experience with learning. Through a variety of approaches, both adapted and created, I have sought to draw attention to the methods they already possess and to encourage the development of new mechanisms to address challenge. Critical to this process has been the ongoing dialogue between the students and myself regarding all aspects of the course and the research.

Susan Potter has been teaching with the Bluewater District School board for nine years. Her first teaching assignment was in Intermediate at Highpoint Community School in Dundalk, Ontario. After two years, she began teaching at Beaver Valley Community School, in Thornbury, where she has taught grades 4-7. Susan is qualified to teach in Primary, Junior and Intermediate classrooms; she also holds her specialist in Special Education and Physical Education. In previous years, she has held the position of Math Contact Teacher at her school, and been an NTIP Mentor, and an Associate Teacher. Susan has been involved in two other ETFO based action research projects.

Research Focus: How does time to meet with colleagues, discuss new strategies and reflect on practice improve my own teaching experience and the learning of my students?

Leslie Turcotte: Leslie has been teaching Dramatic Arts for 22 years. She is currently teaching Drama at Saugeen District Secondary School. This project focuses on her Grade 12 Dramatic Arts class; however, she also teaches Grade 10 and 11 Drama as well as Musical Theatre.

Background: Dramatic Arts has been a passion for me since I discovered the world of theatre in grade six. I stumbled into an audition for the school play. I still remember reading out loud, in character and being totally surprised by what came from me. As a child I was painfully shy and risk averse. I lacked confidence in my academic ability and accepted my role as a mediocre student. I found speeches and oral reading humiliating and had great anxiety around these activities but… when I could play a role…. I finally had a voice. Throughout my life I have used drama skills to improve my confidence in my personal life. I believe that playing different roles has helped me to be a more empathetic person. As a Drama teacher and a parent I have always believed in the value of the Arts in our school system. As Arts educators, we have a unique opportunity to awaken the creative energy in our students and help them explore their true identity.

Research Focus: How can I improve student’s ability to empathize with others using character development, creative journal writing, self- observation and performance? Today our youth are experiencing a large degree of mental health issues; depression, suicide, anxiety and isolation seem to be more prevalent than ever before. In my experience, I have found that the Drama classroom can be a safe and supportive environment for students. The Dramatic Arts classroom provides a place where students take risks, are encouraged to participate in self-awareness and develop an awareness of community (Emotional Literacy). I believe that “emotional literacy” is crucial in decreasing the suffering of our youth. When we ignore matters of emotion and empathy in the classroom we remove the heart and soul from our class. This action research project investigates ways to improve students’ ability to empathize.

Shanda Wilson: Shanda Wilson is currently a grade 7/8 homeroom teacher in Bluewater District School Board. She has been teaching for 14 years and has taught various grades in all three divisions. She completed her Masters of Education with Brock University in 2011. Shanda and her husband, Brent, have a daughter age twelve and a son age nine.

Research Focus: This self-study examined my teaching practice when guiding grade seven and eight students through a media learning project. I feel the relationships I build with my students makes them more open to giving and receiving feedback. I believe that this approach is instrumental in engaging the students in my classroom. I focused on the use of feedback as a way to improve my practice and to improve student learning.