Professional Learning and Capacity Building Include:

Instructional Classroom Teams

• Two kindergarten teachers and two consultants in Halton District School Board worked together to plan a teaching cycle that used play-based classroom experiences to develop and increase contextual vocabulary and the proficient use of oral language. They deconstructed the oral language curriculum expectations to determine what would be the focus of their work. They developed success criteria using First Steps Oral Language continuum, the Effective Guide to Oral Language, and Nelson's oral language continuum. The teachers implemented the play-based program during a four-week cycle and collected data using observations, conversations, student work and videotaping. Through teacher moderation, using the success criteria they had developed, the teachers and consultants analyzed student achievement for the four-week cycle and identified the lessons learned during the team project. Data indicated that the play-based centres increased the use of oral language, and the vocabulary used in focus lessons was observed to be transferred to the centre conversations. As one outcome of this project, teachers questioned the effectiveness of the assessment tool the board currently uses as a screening tool, and the board took steps to address the concerns. [Halton District School Board Final Report]
• A Wellington Catholic District School Board project focused on building teaching capacity by transferring information between junior kindergarten and grade one teachers. By sharing assessment data and understanding the results, teachers recognized and honoured the skills taught in the previous grade. This made it easier to differentiate instruction early in the following term. Project success was achieved through training; the use of Teaching Learning Critical Pathways (TLCPs); and through communication from administrators about the importance of the transfer of information from JK-Grade 1. [Toronto and Area Region Final Report]