After reading Lyn Sharratt and Michael Fullan’s text Putting FACES on the Data (2012), we were excited to see such a strong connection to the Collaborative Response Model that we share with schools and districts locally and abroad. Specifically, the basic premise of the book, that students are people, not data, draws explicit parallels to […]
A Happy Teacher Looks Back Jim Parsons Jim Parsons is a storyteller. His book A Happy Teacher Looks Back includes a series of feel good stories about teaching and the influence of teachers on students. Many stories are humorous, and many touching. Jim’s philosophy is that happiness in teaching emerges, as Erik Erikson notes, from […]
Thanks to our friends at Daly Grove School for sharing a video detailing how they have used the book Envisioning a Collaborative Response Model to guide staff learning and discussion at their school. Curriculum Coordinator Deanna Neilson and Assistant Principal Jodean Gagne share how the book has influenced learning with the staff team. View reflections […]
Engaging in Action Research: A Practical Guide to Teacher-Conducted Research for Educators and School Leaders Jim Parsons, Kurtis Hewson, Lorna Adrian, Nicole Day Visit Brush Education to learn more and to place an order. You don’t need a tweed jacket to be a researcher—in thousands of schools across North America, practising teachers conduct studies on best […]
Richard DuFour and Robert Marzano, in their book Leaders of Learning (2011), speak to how schools traditionally operate in a reactive mode when it comes to responding to the needs of students, The school should have a process for assessing both the proficiency levels and the unique needs of students as they enter the school […]
Many schools are looking at the transition from Learning Support or Special Education Teachers to Coaches (many different names are used for this role, Learning Coaches, Inclusion Coaches, etc.) shifting focus to in-classroom support for students and teachers. In this inclusive model, Coaches need to have professional credibility with their colleagues, especially in school cultures […]
Change in schools is never easy. As we critically examine “how we do things” and scrutinize fundamental changes to existing practices, adversity is going to arise. When looking to initiate changes, whether it is implementing collaborative team meetings, investigating new assessments or assessment practices or any other myriad of changes that could impact school-wide structures […]
Within a Collaborative Response Model, we have discussed the critical importance of the Collaborative Team Meeting, an embedded meeting time where staff are brought together to discuss the progress, strengths and needs of students. One of the essential elements of these meetings is the maximum involvement of staff working with the group of students being discussed…including the […]
Over the years we’ve had the opportunity to speak with a number of teachers and administrators, sharing our experience with the utilization of assessments and their function in a Collaborative Response Model. One primary concept that we find ourselves consistently repeating is the use of assessments to FLAG students for conversations. In a Collaborative Response Model, […]
The Collaborative Team Meeting (CTM) serves as the starting place for many schools seriously looking at ensuring success for all students through a Collaborative Response Model, . The CTM becomes the forum for examining and discussing OUR students and ensuring that there is a school response for students at-risk. This does not alleviate responsibility from […]
In order for a collaborative team meeting to have the greatest impact for the maximum number of students, the creation and assignment roles can be a key structure. Without focus and intent, meetings can veer into what we have referred to as a collection of “war stories” about a student, devolving into discussion rather than action. Determining roles […]
In the Collaborative Response Model, the collaborative team meeting is critical. When we are asked the questions “what are the first steps to take in establishing the model? Where should we start?”, our answer always comes back to establishing a collaborative team meeting format. However, there are a number of elements of these meetings that […]
Envisioning a Collaborative Response Model: Beliefs, Structures, and Processes to Transform How We Respond to the Needs of Students Kurtis Hewson, Lorna Hewson, and Jim Parsons Responding to the individual needs of students involves a cultural shift in schools and districts. A Collaborative Response Model is a school-wide framework that places inclusion at the core […]
Recognizing that literacy is multi-faceted and classrooms are diverse, how can we ensure effective support for students and teachers? Includes video overview that accompanies the article. Hewson, K. & Adrian, L. (2014). Reframing the puzzle: Collaborating for multi-literacy instruction. The Canadian Journal for Teachers’ Research, 1(1).
Conducting Teacher Research Jim Parsons, Kurtis Hewson, Lorna Adrian, Nicole Day Part 2 of a two-part series, with chapters focusing on Project Management, Collecting Your Data, Analyzing Your Data, and Reporting Your Findings. Place an order ($5 + shipping and GST – every fifth book free) Read the Preface Parsons, J., Hewson, K., Adrian, L., & Day, […]
Preparing for Teacher Research Jim Parsons, Kurtis Hewson, Lorna Adrian, Nicole Day Part 1 of a two-part series, with chapters focusing on Introducing Educational Research, Planning Your Research Project, How to Write a Literature Review, and Designing a Research Methodology. Place an order ($5 + shipping and GST – every fifth book free) Read the […]
An article examining why assessments need to help flag students for professional dialogue, rather than allowing individual students to remain hidden in the aggregate. Hewson, K. & Parson, J. (2013, June). The children in the numbers: Why aggregate achievement goals miss the mark. Education 17 Canada, 53(3), 9-11.
Published by The Special Educator, a publication of Alberta Teacher Association’s Council for Inclusive Education, this three page overview provides the basic early conceptualization of a Collaborative Response Model. Hewson, K. and Adrian, L. (2013, January). Establishing a collaborative response model: Structures and processes to support inclusion. The Special Educator, 42(3), 20-22.
An article describing the basic tenets of action planning, a school improvement framework that values distributive leadership, professional learning and alignment of organizational priorities through a professional learning communities structure. Hewson, K and Adrian, L. (2008, September/October). Action planning: Rowing in the same direction. Principal, 88(1), 48-51.