British Council TIPD Study Visits - 2005 Canada

Visit 2005: Toronto, Canada

Intended Aims of the Visit Expected 0utcomes of the Visit How Were These Identified and Recorded? Report of the Experience Innovative Educational Methods Observed Some Comparisons of Educational Systems Observed Evaluation General Advice

Introduction

Intended Aims of the Visit

To improve and develop the transition processes at each school through observation, adaptation and implementation of good practice.

To facilitate the sharing of ideas within the group and with the professionals engaged in the visit.

Expected Outcomes of the Visit

A warm welcome extended to our educators

Pairs and trios of teachers working with the support of the seconded teacher will use the examples of policy and practice witnessed during the visit to enhance the transition arrangements for their pupils.

The Group will prepare a report of their visit to be the basis for development.

Each school will prepare an Action Plan describing their school's project, to be included in the school improvement plan.

The planned project will be of six months duration in the first instance.

The Group Leader will circulate copies of materials gathered during the visit.

Six months after the visit an evaluation report well be prepared by each school team and the Group Leader will visit each school to collect the report and evidence of impact.

How Were These Identified and Recorded?

Journey to school on the bus

Parental feedback and pupil reports have highlighted the difficulties some pupils face in moving from the culture of the primary school to that of the secondary school.

For some pupils with special educational needs the move can be very disturbing and teacher assessment reports suggest a lowering of attainment from KS2 tests to end of Year 7 teacher assessment.

As individual schools implement effective teaching and learning strategies, the risk of inconsistency and lack of continuity in approach is exacerbated.

The aim of enhancing transition processes is described in each school's improvement plan and the Study Visit is one strategy to support improvement.

Report of the Experience

Was the Visit a Success Measured against the Intended Aims and Objectives?

The group members included eight Primary teachers, three Secondary teachers and a seconded teacher who supports others on Transition and Assessment for Learning.

The group represented five schools ranging from a primary school of 120 pupils to a secondary school of 2000.

'Our Classroom Rules'

The first of the nine days in Toronto was spent at the offices of the TDCSB attending a very useful context setting session with representatives of the Ontario Ministry of Education and of the Toronto District Catholic School Board.

The following five days were spent in visits to two elementary and three high schools.

The group were transported by yellow school buses and the visits fitted between their school runs.

Each visit lasted for four hours.

In each case the Principal and Vice Principals presented the school practice with accompanying documentation and were often supported by pupils.

A tour of the school escorted by staff or pupils followed, with a break for lunch.

Information about the East Yorkshire schools was shared with our hosts, and details of websites and e-mail contacts were exchanged.

The study visit was a success on a number of fronts.

Group members were able to discuss and hear about transition practice in different settings, including within our own LEA and links with other schools in our LEA and abroad were quickly established.

Canadian schoolchildren with Chris Davidson

From the observation and description of practice seen in both the primary and the secondary sectors, the group gained examples to enhance their own promotion of independent learning.

However the timing of the visit half way through the school year necessitated in large part, a reporting of practice rather than direct observation.

The nature and brevity of the visits to the schools precluded direct observation of different teaching styles, or extended opportunities to speak with teachers and pupils about the impact of the policy.

Time did not allow teachers to investigate the continuity across subjects.

Any Innovative Educational Methods Observed, Any Unexpected Outcomes?

The following examples were seen in some of the schools visited.

Pathways

• The Pathways Careers programme initiated by the Ontario Ministry of Education is used to motivate the underachievers by describing the routes to different careers before Grade 6 (Year 6). All identified pupils 'at risk' who would not graduate or aim for university or college have career goals explored through the Pathways programme to guide their study choices.
• The Choices into Action programme identifies a wide variety of career needs to inform subject options for studies in the High School and Higher and Further education
• A career aptitude questionnaires used early in elementary schools i.e. Year 5/6 informs pupil and parent decision-making.
• Streamed academic courses -Academic, Applied, Open, and Enriched; are related to the different routes identified in the Pathways materials. Opportunities are open, to move between the levels and summer school can offer opportunities for extra study to support achievement. Summer school is also available as a catch-up programme for those students who have not achieved the necessary number of credits to proceed to the next school year.
• 30 credits are needed to graduate from High School - in theory students could remain at school long after our compulsory age limit.

Problem solving Canadian style

Professional Learning Networks

• Networks of schools engaged in Professional Development activities are developing between High schools and the feeder primary schools. The networking, with Internet support, is enhanced by good computer access (although we saw no interactive whiteboard resources).
• The leading teacher in the secondary school has time during the school day to develop this work, and collaborates with the Guidance Counsellor who is assigned to the group of feeder primary schools.

Independent Learning

• One High School is a member of the Canadian Coalition of Self-Directed Learning Schools and 'strives to build learning communities that embrace a set of core beliefs about teaching and learning'. These beliefs are illustrated through the use of, Teaching Advisors, Flexible Schedule, Personalized Programming, Collaborative Learning Environments, Interactive Learning Environments, Authentic Assessment, Continuous Progress, Mastery Learning. The learning skills necessary to flourish in this environment are taught when pupils join the school.

Gifted and Talented programmes

Students at work in an art studio, with stage set designs visible behind

• In one High school, a Teacher adviser who delivers tutorials and advises class teachers on differentiation mentors pupils identified as gifted and/or talented.
• In another High School pupils are identified at Grade four and move early transfer to the high school to be taught by specialist teachers in Grade 7&8.

Assessment

• In one High School a Teaching Adviser works with a group of 18 pupils to monitor progress during three weekly tutorials and remains with that group throughout their time at the school. ICT software is being used and expanded to track pupil attainment. Reports are sent to parents by E-mail, based on the Teacher Adviser (tutor groups) interviews each three weeks.
• Provincial testing includes the need to reach a specified level of Literacy skill in order to graduate.
• Tests are undertaken at Grades 3, 6, and 9, plus Literacy requirement test but there is frequent testing & recording of outcomes.

Support strategies

• Child Youth Workers/Guidance Counsellors are present in all schools including elementary to support the pupils PSE, behaviour development and to follow up any attendance issues.
• Disruptive pupils would be withdrawn to a separate room and managed by a non-teacher.
• Members of the School Councils gave confident presentations on transition and the part they play in the arrangements. Summer schools operate where Grade 12 pupils tutored Grade 7&8 pupils.
• The schools in this Board have a wide multi cultural mix of pupils with the resulting range of languages but there was little evidence of discrimination. The need to accommodate of a wide range of home languages was recognised and addressed.

A Brief Comparison of Educational Systems Observed

An art student shows his clay sculpture

• Principals and vice principals are moved by the Board from one school to the next regularly - 2to3 years in elementary, 5to7 years in High School.
• Governing Bodies do not exist, as we know them, the closest comparator is the board of trustees, which is an advisory body, rather than one with delegated powers
• As expected in the Catholic Board Schools, religious practice is evident in the schools. Catholic Board schools observe catholic religion requirements and all pupils are expected to join in but not necessarily take mass. They are not required to undertake a daily act of collective worship. Notices and the Canadian national anthem are played each morning and broadcast over the school PA system. This system was not used in one school during teaching sessions in order to avoid distraction and interruption to learning
• There is a close match between class sizes and the curriculum in Ontario schools and our own, albeit for different age groups. There were differences in the length and pattern of school day. Security was in evidence with CCTV on all corridors and exits.
• Pupils with SEN were taught in separate classes but pupils with MLD in mainstream school.
• Differentiation was by streaming rather than within class planning.

Evaluation

Describe 3 or 4 key educational outcomes.

Classroom observation

The following aspects of educational practice were of particular interest to members of the group and will form the basis for planned projects.

• The continuity provided by early identification, with guidance, of career related educational pathways to aid in the transition process.
• The supporting information developed through the Pathways Programme and access to careers Fairs.
• The flexible 'Fast track' opportunities for Gifted and Talented pupils,
• ESP (Empowered Student Partnership) programme used in PSECD, linked to police and community programmes e.g. (safe and sober driving)
• The Guidance Counsellor and Teacher Advisor programme to guide pupils through their educational life with 5 goals- social, anger management, anti bullying, friendship, working skills.
• Professional Learning Communities. Secondary and Primary schools identifying aspects of practice common to all in the cluster and the creation of resource centres within one of the schools.

How can the findings be implemented in your own setting?

The following objectives were identified by the group members.

• To implement a rolling programme of visits by members of all departments to feeder primary schools and vice versa, to observe, teach and discuss transition issues.
• To set up joint workshops for pupils and teachers in Years 6 & 7.
• To organise meetings for the purposes of moderation and exchange of information between teachers, clarifying the expectations and evidence base at different age groups.
• Through questionnaire and buddy systems to pair pupils from primary and secondary schools, and to ask for their ideas on improving the transition process.
• To improve the flow of information on pupils preferred learning styles as well as attainment.
• To take a long-term view of aspirations by exploring career options, (beginning with their parents careers and then career fairs), in the primary school.

How will you disseminate the findings of your visit?

At school level by report and presentation to Cluster of schools, Governors, parents, and pupils and on the school website.

At School Improvement Service level by report to all Link Adviser, feedback to Assessment Co-ordinator and Transition Manager.

At LEA level by arranging a conference on Transition, publishing the report of visit in the LEA newsletter and on the website www.eriding.net.

Any proposals for future developments and continuing links.

All members of the group have exchanged e-mail addresses with the schools we visited.

Several schools will explore the requirements of the International School Award.

Attention will be given to the Exchange strand of the TIPD Programme.

General Advice

East Riding delegates researching and gathering information

Familiarity with the school system is helpful in advance.

Websites provide information for parents, which is accessible for those new to the Canadian system.

Our hosts were very interested in comparable systems and web site addresses are helpful.

Because of the transport arrangements our visits were brief.

This gave time for feedback and reflection during the visit instead of when teachers had returned to the relentless pressures of the school day.

Useful information was highlighted during the visits, which could be followed up immediately where Internet access was possible.

Any ideas on pre-visit preparation, useful sources of information, general cultural information, climate, food, etc. which future visitors would find useful.

The City of Toronto offers many attractions for visitors in winter:

Shopping under cover- prices are comparable with home, but the +7%+8% tax is not shown on price tickets! Check the tax refunds available to foreign visitors.

CN Tower - visit on the first clear day - it can be foggy!

Ice Hockey and Baseball stadium - tickets for games are available.

St Lawrence market- meat, fish, fruit and vegetables from around the world on sale to meet the needs of the diverse population.

China Town, Little Italy, Greek Town, Little India -small communities of shops and restaurants within the city.

Theatres and cinema.

Winter fest - open-air free concerts and theatre productions in City Square in January.

Restaurants - every nationality represented, various prices, huge portions (Try the steak!).

Tours - City Tours to give the history and contemporary information

Tours - Niagara - Half day and Full day tours.

A trip to Niagara Falls is always necessary!

The hotel websites give information on services.

The concierge at the Hotel is a great help and can give information on everything you might need.

Weather can vary; we began the week at 10 degrees below zero and ended at 9 degrees above zero.

When it's cold it's very dry, when it's warmer it's very wet.

Weather reports are available on the web.

If in doubt buy appropriate clothing there, rather than risking excess baggage charges.

Telephone cards (86 minutes for $20) are good value.

Mobile phones need triband on some providers.

For more information please contact:

Yvette Fox, Teaching and Learning Consultant, Multicultural Education and Global Citizenship/TIPD Co-ordinator
Tel: (01482) 392436
E-mail: yvette.fox@eastriding.gov.uk