eS Pidt book Leading with an inquiring mindset in school systems and schools soy Bistolot gletrcl RVC ROllocaeTis publication is prouly sponsored by 621 Canada — Canadians for 21st Century Learni and Innovation, (21 Canada isa national, not-for prot organization aocatng for inovations in student leaming, The rgarization brings together executive leaders of school dist and kowledge-sectr businesses who share the belie that 2t-century models of leaning must be ‘adopted on an urgent basis to postion Canaans for economic, socal and personal success in ‘he high-k, knowledge and innovation-based economy. (© Linda Kaser and Judy Halbert, 2017, ‘lights reserve. Permissions granted to reproduce all or part ofthis publication for non-commercial purposes, as long as you cite the following source. Kasey, Land J. Halbert. 2017. The Spiral Playbook: Leading with an inqiting mindset in schoo! systems and schools. (21 Canada. Project development: Joanne Wise Design Kathy Kaulbech, Touchstone Design House (21 Canada coordination: Karen Yamada The Spiral Playbook is available at c21 canada org/playbook the Spiral Leading with an inquiring mindset in school systems and schools Linda Kaser & Judy Halbert c2icanada.org/playbookDevelop a hunch Whats eaing to ths situatin? How aro wo contbting tit? Focus What wilhave the biggest impact? ‘Scan Whats going on forouleamets? 3 blg-picture questions What going on fr our lana? How do we nl Why dos it mata Check Have we made enough of adtference? How do we know? Learn What do we need to lear? How will we lear this? Take action ‘What can we do to make meaningful diference? 4key questions for learners an you rae two pope inthis sting wo bie you wl Be a success in fe? What are yu learning and vty sit important? ows it gong with your learning? CTT recites uO RCC nuts Pienemann cs What ae yournext steps? contents ‘Amessage from C21 Canada - 4 Using this playbook + 6 Big ideas for learning and leadership + & Siting mindsets» 8 Seven principles of learning in an innovative earning environment * 10 Integrating the wisdom of Canada's Fist Peoples » 12 Building a network of inquiry + 14 Questions to set your inquiry in motion - 16 Start with a clear moral purpose * 16 Three big picture questions + 16 Four key questions forleamers + 17 Phases in the spiral of inquiry = 18 Faxm Roots: A case study of place-based leaning 19 Scan; What's going on for our learners? + 20, Focus: What will have the biggest impact? + 22 Develop a hunch: What is leaing to this situation? * 24 Learn: What do we need to learn? How will we learn this? » 26 Take action: What can we do to make a big for meeningful?] diference? + 28 (Check: Have we made enough ofa difference? How do we know? + 30, Lessons learned + 32 Learn more with these resources + 36, ‘Acknowledgements + 29 ‘Afterword «41 Meet our partners» 41 Connect with the CEO Academy +42 ‘About the authors + 44 “he Spal Playbook * 3>» A message from 62! Ganada 4+ The Spiral Playbook “he Spal Payback * 5> Using this playbook 6 The Spiral Playbook The spiral of inquiry is something lke the game of Ultimate Frisbee. You don't need much equipment. There are no referees. Getting started is easy enough. But t play well requires practice and teamwork. The Spiral Playbook introduces you to the key ideas for setting a spiral of inquiry in mation with your team, and ‘or building an inquiry learning network, The playbook is concise enough to offer a quick overview, and detailed enough to guide you through a trial run when you ae ready ta loam more, For experienced users ofthe spiral of inuiry, the playbook isa quick reference and a way to introduce new team ‘members tothe process. Key messages ‘The beauty ofthe spiral of inquiry is that itis built on evidence-based concepts you already know and practices ‘you may already use. But there ae features that, in combination, distinguish this cycle of inquiry from other forms of action research, For example ‘It requires collaboration, ‘© Itstants witha deep understanding of leaming and the experiences of learners. Itis specifically designed to change outcomes for learners in important areas. Itrespects the judgment, experience and language of teachers Itis informed ty the best of what we curently know about powerful professional leaming ‘The central argument inthe playbook is that innovation floats on a sea of inquiry and that curiosity propels change. Creating the conditions in school distits and leaming settings where curiosity is encouraged, developed and sustained is essential to opening up thinking, changing practic, and creating dramatically more innovative approaches to learning, teaching and leadership. Getting started ‘You may find it helpful to have @ copy of the spiral diagram and key questions beside you as you read the playbook. Go to 2Ieanaiac/plybook to downlad a one-page guide ‘Tho Spiral Paybok is meant tobe shared You can use it to introduce and explore ideas for a olabortve inqiy ‘with district leaders, principals, school staff, community ‘services, or parents and community members. (See the slide deck at c21canada.ca/playbook | Ifyou are leading a presentation, we recommend you start with the Big eas for Learning ad Leadership—espcially ‘the idea of growth mindset (page xx). Introduce the three big ture question tthe cent of thesia and the four ‘key questions for leamers (page xx). Then go through the phases. When you are ready to set an ng in mation, you can start at any phase. Choose the entry point that makes sensor our team and context From thee yu wl spiral backward to gather evidence, and forward to test possibilities. “he Spal Playbook © 7> Big ideas for learning and leadership Shifting mindsets Back in the industrial age, a core function of the school system was to sort and rank students for postsecondary education or predictable jabs. n todays knowledge society, little is predictable and lifelong learning isa given. All ‘young people—not only a select few—are naw expected ‘0 think critically and creatively, to work collaboratively, ‘and to continually transform themselves during their schoo! ifetimes. The same expectations Gifferent kindof classroom learning and a different kind of leadership. Figure 1 identifies four major shifts that are necessary to ‘move froma sorting system to learning system. (Kaser and Halbert 2008, 13} Shifting from sorting to learning— implications for systems a Researchers, including psychologist Carol Dweck, have revolutionized leaming theory and classroom practice with insightful work on motivation resilience and mindset. Cultivating growah mindset is key to learning at any age, ‘and key to leading 2 team, a school ot a whole system. Although people may ciffer in every which way—in their inital talents and aptitudes, interests, ar temperaments — ‘everyone can change and grow through applica ‘The opposite ofa growth mindset is @ fixed mindset— the: that we are only as good as our imate ind that our failures are evidence of our tations. Learners and leaders with a fixed mindset fear re more than they love naw learning. “The good news is that a growth mindset can be learned. ‘The spiral of inuiry offers a way ta shift from the fixed mindset of sorting and ranking toa growth mindset for ‘deep learning, The Spal Poybook © 810 + Te Spi ‘the seven principles and the impl tient leaders, Figure 2 lists nguity- emotions, stand achieve postive goals, fee and show empathy for others, esta and m une 2 Seven principles of learning and the implications for inquiry-oriented leaders What works for LEARNERS? Emphasize the socal nature of learning Understand that ions are central learing Recognize individual differences Stretch all learners Use assessment for leaming What this means. {for LEADERS. Leaders must be relentlessly curious about whats going on for students in the system. Student learing isthe driving force, but students aren't the only leas. In an innovative learning environment, everyone is alearer, including teachers, support staff, administrators, parents, and others. Leaders collaborate, cooperate, and support networked learning, Leaders understand and apply the dynamics of soci and motivations of othors—includng the pos! satisfaction and sel-effcaoy, and the negatives, helplessness and anxiety They understand how emotions affect performance. Leaders understand the dynamics of ther team members, including their strengths, interests, experiences, and 2p in learning. They draw on these differences and help everyone inthe system to develop thraugh carefully designed professional leering Leaders stretch themseh overload or stress that di nd others, but they avoid shes performance. Leaders set clear expectations while being open to new Leaders are connectors. They connect and people, in and out of school. The the community, with other schools, and12 * The Spiel aboot Integrating Indigenous wisdom School systems across Canada are waking up to the profound need for Canadians ta lear and integrate the ‘wisdom and worldviews of First Nations, Inuit and Matis peoples. Figure lists nine principles of leaming, drawn from nous traditions, but especialy the First resent-day British Columbia, These principles Education Steering sh First People’s and Métis learners studying ‘cultures. (Halbert and Kaser 201 Bear in mind that there are hundreds af distinct Indigenous ‘cultures across Canada. Your inquiry practice will go deeper ‘wien you integrate the wisdom teachings rooted in your ‘oritory. ure 3 First Peoples Principles of Learning ‘Sse Fist Rtn aon Sg Cate, Bsn Coa nec clmgrapetn) Bringing Indigenous wisdom into practice in your school system is a local expression of global competence. The (OECD describes global competence as “in-depth knowledge ‘and understanding of global and intercultural issues; the ability to lean from and live with people from diverse backgrounds; and the attitudes and values necessary to interact respectfully with others” (OECD 2016, 1} The OECD plans to introduce an assessment for global competencies in the 2018 Programme for International Student ‘Assessment (PISA, The Spiral Playbook * 13,9 an inquiry network Isolated efforts to make a difference, no matter how well intentioned, are not enough to make a lating difference in ‘our complex education systems, Teamwork i essential, and 0 is building a wider network of inquiry-minded people to deepen and spread the learning. Research shows that big changes begin to take hold when they are supported by a rich web of networks and partnerships (QECD 2015), An inquiry network is an incubator for innovative ideas and a supportive place to lean tis aso fertile ground for ren (rowing new leaders. Educators who have opportunities, Trt to develop an inquiring mindset in an inclusive learning Pe network build sil and relationships that equip them to lead positive transformations inthe years to come. Initially your network might consist manly of teachers, administrators and system leaders within the district. Over time, the network might extend to other districts kt might, also include suppor staf, cultural workers, university scholars, community members, leaders of organizations and foundations, civil serants, and others with a commitment toleamin The more intentional you are about using the spiral of inquiry 21 Canad C£0 Acadony can example ofa nationwide to change outcomes for learners in your schools and districts, inquiry network of system leaders, (Read about it on page 4.) the more linked and coherent the whole system will become. 14» The Spial Paybook> Questions to set your inquiry in motion ? a 16 * TheSpial Paybook Start aclear moral purpose Having a clear, important and shared purpose is vital for inspiring big changes in your system, and for building an inquiry network. BC's Networks of Inquiry and Innovation (noi.ca) offer a fine example of clear moral purpose. ver time, participants have identified three key goals that reflec, in everyday language, a shared purpose for system reform: every learner will ross the stage with dignity, purpose and options; everyleamer will leave more curious than when they ave; and every learner will develop an understanding of, and respect fr, Indigenous ways of knowing ‘What are the quality and equity goals for ‘your system? learners in ‘Three big-picture questions A spiral of inquiry can begin at any point—with an opportunity an issue, a directive, maybe @ hunch ‘Throughout the process the inquiry is quided by these core auestions ‘Whats going on for our learners? How do we know? ‘© Why does it matter? ‘These three questions kee lamers atthe cet ofthe inquiry In improvement planning the corventional question is How are our kids doing? The answers are typical ‘qwantitatve, measured by test scores, graduation rates and post-secondary options. The spiral of inquiry considers the quantitative data but goes deeper, asking where the leaming is leading—sacialy, emotionally, intellectually and academically. Generally, by earners we mean our students, But in an inqu oriented system, everyone is a learner and so the questions have a dual meaning for teachers, administrators, parents and others What's going an for our students? And whats going on fr the rest af sas leamers? Four key questions for learners ‘What we think we know about aur leamersisas likely to mislead us as its to inform aur actions. I's important ta challenge our assumptions by asking the learners directly, The following four ‘questions offer a powerful way to gather evidence about what's r going on fr leamers: = Can you name two peop be a success © What are you le ‘© Hows it going with your learning? ‘© What are your next steps? ‘These questions are drawn from research on social and emotional leaming and self-regulation, The four questions are pivotal atthe scanning and checking phases in the spiral of inquiry. They ex his setting who believe you will the extent to which learners are connected to their school community (2 kay indicator of social and emotional wellbeing) and ther capacity for ‘metacognition and self-regulation. AAs with the three big-picture questions that guide all phases of the inquiry, the four key questions for learners have a dual meaning forthe inquiry team. As an inuiry-oriented leader, ask yourselt ‘© Who are your champions and allies? Can you name two people you ‘rust and will rely on for support and feedback inthis inquiry? ‘© What are you learing from this inquiry, and why is it important? ‘= Hows it going? ‘© What are your next steps?D Phases in the spiral of inquiry 18» The Spial aboot The spiral of inquiry involves six phases: foc devel ing ing ‘engaging in new professional learning taking new professional action checking that you've made a big enough difference Focus Sean f = Develop o hunch J Learn Ot sin Once you have completed a full spiral, you are wel Positioned to doit again with a differen focus. Although the stages in the spiral overlap, iis oritical that ‘you lingar long enough in each phase to do the work that make the biggest diference forall leamers, ‘There can be quick gains along the way, but the enduring benefits accrue overtime as you become more familia ‘the spiral of inquiry and share your learning in a supe network ith Inquiry is about being open to new teaming and taking informed action Farm Roots: A case study of place-based learning” ‘A solid majority of students in a suburban school district {gt the marks they need to succeed academically; but many report feeling anxious, depressed and intellectually disengaged. Educators observe thatthe students seem far ‘more connected to their lives outside of schoo! than tothe leaming in school. This seems especially true forthe “farm Kids"—those who are growing up on a farm or who work onone, Many students appear to genuinely care about social justice and global issues, including food security and ecological sustainability. They want to be connected to real-world situations where their learning has ‘consequences beyond a grade or mark ‘A local parent shares his enthusiasm for students to use ‘emerging technologies and design thinking ta fnd problems in the community and solve them. That parent teaches, at a polytechnic university focused on learning by ding, innovating, and contributing to a better world. Atte southern edge ofthe district, a closed elementary school sits on eight acres of farmland, Imagine the possibilitie: “ark jou Bose Mos or pomstin gut oar eet, Farm fete Arun testy nt ea 28What is going on for our learners? » scan iy tohave opinions about what is going Inthe scanning phase, the inquiry team ‘of rch evidence about what i realy ;anable amount of time—generally no hs—the team gathers and considers useful information in key areas of learning, “The four key questions for learners (page xx are essential atthe outset to determine the extent to which leamers are connected tothe learning community and are developing ‘metacognition and self-regulation, You may start with just ‘one or two learners in a face-to-face interview. Or you might se a survey tool and involve alleamers, Keep att It takes time to develop confidence and ease wit these questions the agenda at this team members and discuss Scanning is NOT SO a DO lymeasured ‘communities perceive about Cot Pee Pens) professionals think 20» The Sil Paybook /ithout data you are just another person with an opinion.” - soars Series 0&0 Farm Roots: The scan Angry tam used suneys, interviews and educator ‘observations —as well as enrollment and course ret ‘data—t gather information about students atitudes and ‘experianoas of school and ther leaning, One quarter of ‘the students suveyed could not identify two adits inthe schoo! building who believed they would be a suetess in life An overwhelming 87 percent of students in one high school reported feeling disengaged alienated, struggling or sconnected. Even so, mast students 99 percent of girs and 8 percent of boys) showed good behavior at schoo. In interviews, students said they wanted more choice ring, more space and time Slow down. Resist the urge to leap to action, Use the four key questions for learners (page 15) Pay close attention to what the leamers have to say Use the three big-piture questions {page 14} keep ‘yur team focused on thei Use the OECD seven principles of learning (page 10), as well as Indigenous wisdom from you (peas ayook * 21» focus What will have the biggest impact? Inthe focusing phase, the inquiry team asks: Where will we ‘concentrate our energies in order to make a big and la difference for our leamers? Unlike seani abroad perspective and a ‘decide among competing prio Look atthe evidence that emerged in the initial scan. Select, ‘one or two areas on which to focus. Choose an area of high impact that will address important issues, Bo curious aout te stengths you find, aswell asthe challongos, inorder to gain a fuller understanding of what is going on ‘and what will make the biggest diference going forward. Be bold with your goats but rel superficial Have the courage to slow down and develop a deeper understanding of what is warth spending time on before ‘moving to action Considerations ‘+ What caught your attention during the scanning phase? Farm Roots: The focus ‘The inquiry eam focused on the disconnect between ‘how students did in highschool, based on their progress ‘toward graduation, and how they felt about schoo), based ‘on attitude surveys and interviews. The team wondered, what's missing in the traditional bricks and mortar industrial school model? ‘The school district already had experience developing @ range of specialist academies organized around sports or fine ats, including Baseball, Lacrosse, Hockey, Dance, Film Production, Opera, and more. One high schoo in the district offers a popular STRIVE program—a year-long, curiculum- ‘rounded alternative tothe traditional school model, where learning rand takes place outdoors focus on place-based, learning looked ‘promising to the inquiry team. Aim for focused and deep rather than scattered and shallow. PET MN Sey scan to identify an area for Sey Or Focusing is NOT eet new areas disconnected from the Peery CO Tey eee aT investigate any further RT ued ‘© What's missing? What other evidence do you need? your learners show About everyone choosing his/her the team can work on together Tod ‘© How could you build on these strongths? ‘© What can you most effectively tackle over the next few weeks or months? 22» The Spiel abootWhat is leading to this situation? How are we cont g to it? » develop a hunch 24» The pial Paybook ‘The inguity process isnot necessarily sequent start witha hunch, Team members wil ely have hunches about why things are the way they are. Some may hold these views passionately. Getting strong views on the table where everyone can discuss and test them is fundamental to ‘moving forward together The hunch phase asks the inquiry team to probe for evidence leading tothe present situation and, just as important, how we—the professionals —are contributing to that situation, Itis essential to stay curious about our impact on the situation, Blaming parents, the system, the leamers, or anyone els, wil ony stifle inquiry. Be open tothe possibility that your hunch is offside. In one ‘example, some teachers were convinced that students wore ‘not doing their homework because they were spending tao much time on social media. The inquiry team tested ther hunch through a series of student focus groups and discovered ive and ‘way, the team was able to shift the focus to the ways in ‘which the professionals ware contributing tothe problam. (Timperley, Kaser and Halbert 2014, 14 Considerations ‘© Provoke your team to be curious, not defensive. + Foeus on areas over which you have contr 4 Find quick ways to test your hunches. ‘Involve learners and ther families in checking your hunches, Farm Roots: The hunch The idea for a farm school was born as a hunch that students who curently fel disengaged by tracitional ‘chaoling would find connection and value ina schoo! built ‘around the project of designing, building and maintaining ‘farm, Itwas this hunch that started the spiral of inquiry in motion. The inquiry eam spiraled back to scanning and ‘then focusing to clarify their hunch. Their intial research ‘on place-based learning pointed to the possibility thatthe ‘anxiety, depression, lack of efor, and lack of intellectual ‘engagement reported by many students might be ‘addressed by learning outside in nature, connected tothe ‘community, with more choices in the ways students learn ‘and the goals they set. Have the confidence to put ideas on the table. Your hunch may not be grounded in fact—quite yet. EAC UCM UUCL Cs Peek Dena Pe ene DT mead Pere eeu Et) Boing obsessed with the actions Cee ed imited influence Ores) Soe ea) Pera) The Spiral Piayoook * 25What do we need to learn? How will we learn this? » learn All phases ofthe spiral of inquiry involve learning, but now its time to get specifi. In this phase you carefully design professional learning to test and develop your hunches, ‘meaningful changes in educators’ ~ Inquiy teams are often tempted to leap straight to action at this point. It takes discipline to slow down, Remember ‘you are in the business of learning. You have a duty of care to stay curious about current research evidence and haw it applies to learners in your context, You may need the help of both intemal and external exgerts, depending on the situation ides High stakes professional leaming takes time and has to fit the school year calendar. Be prepared to take a year, two New learning is New learning is NOT Pre Cesc) De Eu sd Pee Ry ened Cec Ie nC Ca 26 » The Sal Paybook “Chets need to eat, and writers need to read, and teachers need to leam and find new ways of doing things.” Mitte Aout Farm Roots: New learning For the professional leaming phase, the inquiry team used the OECD seven principles ‘oflearring andthe First Peoples Pincils of Learning as thr cee framework. They wondered: What do we need fo consider when building a program in this district with Jeamers at the centre? The students had said they wanted to develop real-world skills ‘through hands-on learning—outside the classroom and without a rigid schedule. The inquiry eam recogized these as keys to developing the capac for set regulted earning. Guided by the students’ feedback, the team considered how to offer cooperative learning around authentic tasks, without organiing the leaning in trational subject silos and without separating the students by grade. “The school ist partnered with experts in sustainable agriculture atthe polytechnic university, and began exploring possiblities for ual ret option foc Farm Roots students, Local farmers, Indigenous leaders, and other community members were also consulted asa place-base vision emerged. Considerations Stay curious. Don't adopt a solution just because it’s pc Continue to ask the three big picture questions (page 14) Look for insights from other schools and systems with a similar focus. ‘Stay connected with your network to sustain the momentum of learning. Involve everyone in the le Retum to the seven principles of lear relevant forall adily available ing formal eades, teachers and suppor staf 1 (page 100 keep the learning engaging andWhat can we do to make a meaningful difference? » take action Finally it’ time to put new ideas into informed, focused and team-led action. The action phase is about rel change, not {ust talk tis @ deep ve into the new learning. ‘Make sure that everyone who is involved in the action is supported and knows it, Acknowiedge that team members, ‘may be feeling vulnerable about tying new approaches. ry by emphasizing the qualities of ‘a growth mindset, including the capacity to leam from failures as well a successes, Be intentional and persistent as you plan, do, check, reflect, and try again, Make sure there are plenty of opportunities ay take a second, third or fourth try without fear judgement or failure before you have enough evidence to evaluate the new approaches, Gathor evidence of your actions, including racords of practice, videos and more, to use for reflection and checking, Create the space to take risks, make mistakes, and try again—and again. Farm Roots: The action plan ‘Some of the items in the Farm Roots action plan could be achieved quik, such as eliminating the bell schedule and using and teaching growth mindsets. Others were more seismic in sage, such as connecting the students with other generations and other communities. Teachers have been ‘eneauragad to use the spiral of inquiry to decide which action ‘tem to focus on as they move through the year so they can be responsive to leamers' needs. Considerations ‘Ensure everyone knows they are expected Taking action involves POU CCUM ORIOLE + Learning more deeply about new De Ue RD OT Ena! Cerone Sed CO cd Fs Cc) 28» The Spal Paybook to DO something diferent. ‘Make time and provide support forthe new action, IF you ae adding @ new expectation, set something aside to make room, ‘+ Make risk-taking less risky. Celebrate failures and successes as pat of new leaning. ‘Ensure lots of opportunities for ralection, Keep your network involved «© Ask how will we know? Have ways to measure the results ofthe actions atthe checking phase The Spiel Playbook * 29» check 301» The pil Paybook Have we made enough of a difference? How do we know? ‘The purpose of your inquiry isto make a citference in ‘outcomes that matter for learners. The checking question asks are we making enough of a diference? How do we know? CChange does nat always equal improvement or transformation, There may be cases where teachers change ‘what they are doing only to find nat much has changed for their learners. New actions arising from an inquiry spiral can only be considered good if learner outcomes and experiences have changed forthe bette Regardless of the outcome, taleam from changing pr designed to build profession for blame or shame. Farm Roots: Check it out ‘At the time this playbook was written, the fst group of students had just start at the farm, so the checking phase was ahead. As the program continues, the team wil check for ‘a range of indicators to measure the impact ofthe program (on student engagement and leaning, Early indicators, such 2 initial enrollment, were positive. and so was informal feedback. For example, several arents noted that their kids were rising eater on Farm Roots days, ready to goto school, ‘The team wll use the four key questions for learners, ‘look for changes in students'intelectual engagement. They wil also use surveys and interviews with students ‘and their families to assess changes in anety, depression ‘and disengagement. Other positive indicator coud include inereasing encallment inthe program; increasing graduation ‘ates; and successful transitions to post-secondary options, Celebrate what you have learned. Acknowledge the gains, the losses, and the uncertainties. Stay open to new pos: PA CLIUT UL ea having specific ways to determine cy Ce ee COT) See ee actions will make a substantial Judging the capacity of learners rr! STE Ree Ce Cae fed Considerations Decide in advance what evidence you will gather 3 impat change. ct evidence of what is happening as it happens ‘© Ask the leamers for feedback, using the four questions for learners (page 15}-as you did when scanning safe for al participants to share ‘© Celebrate what you are learning as a team, The: ayook * 31> Lessons learned 32 * The Spal Paybook The spiral of inquiry is grounded in 20 years of research and rigorous field testing with inquiry-minded educators in Canada and around the world. Here are some key insights that have emerged so far” ‘The pull of curiosity can be more powerful than ‘the push of policy. A challenge for cstrit, school and network leaders isto create the conditions for teachers tabe professionally curious. Strategically asking the four key questions for leamers—and then acting on the responses—is a starting point for building curiosity about ‘what is going on for learners, Give it ago. You arn about the potential of the spc of nq by ving it go. Cree you havea basic ‘understanding of the process, jump in. The first time ‘hough gives you the opportunity to understand howe ‘the spiral works. After that the work just gets richer and deeper. ‘You can start anywhere. Althaugh the spiral diagram ‘ook lke a series of steps, you can start anywhere, as long as you pay attention tll ofthe phases before you're done. Maybe your curiosity was piqued by a new learning ‘experience —perhaps an article ora conference. In that case, you may start with new leaming then goto scanning, (Or maybe you have some doubts about the effectiveness of a longstanding practice. So you start with a hunch, then go back to scan for more information * Aston ges ispue Psod Aug 16,218 Mindset matters. you have not yet seriously explored the research on mindset, make this the year it happens. Start by reading Carol Dweck’s book, Mindset: The New Psychology of Success. Once you have read it, make sure you develop ways to share the importance af mindset directly with colleagues and with the students and families you serve. The evidence is simply too compelling to ignore. ‘Set hard goals and press on. Hard goals are fueled by intense—and shared—moral purpose. The BC-based "Networks of Inquiry and Innovation (NOI) have been pushing over the past decade toward the goal of EVERY learner crossing the stage with anit, purpose and ‘options. We aren't popping the champagne just yet. But an increasing eumber of schools and districts are taking up the challenge and are using spirals of inquiry to share their learning, Momentum builds when you stick with it. Shared language and common frameworks build coherence. The findings of the Learning First study on teacher professional leering in high performing systems (enson, Sonnemann, Roberts-Hull and Hunter 2016) ized the importance of professor 19 that is inquiry-based, linked and coherent. The more intentional you ate about using the spiral of inguity to change ‘outcomes for leamers in your schools and districts, the ‘more linked and coherent the whole system will become. The Sri book * 3334 The Spial Paybook ‘The network level is where big changes begin to stick. In Schooling Redesigned (OECD 201 argues that, in al the cases reviewed as pat of the OECD'S study web of networks and partnerships tha and meaningful innovation. The arguments no longer ‘Whether innovation is motivated from the top or from the bottom, or indeed fram the middle. What matters isthe extent to which systems support networks and partnerships across all levels nous educ: for everyone. Indigenous is not simply an elective for Fist Nations, Inuit anc learners. The teachings ae timely and relevant forall of us as Canadians and global citizens. Koop it simple. Sometimes it seams like the biggest challenge for educators is to keep things simple and focused. Ia one-page plan is good, wouldn't a ten-cage plan be even better? Not so, Whether you are writing growth plans, designing rubies, or charting your way ‘through a spiral of inquiry, stay focused onthe goal and resist the urge to keep adding more, Put down the ducky. Helen Timperlay of the Univesity of Auckland makes the strategic point that when we are learning something new, we have to decide what we are going to stop doing. She illustrates this with a clip from Sesame Street (youtube conywatch?v=acBix_JRuM) Init Emie wants to learn to play the saxophone but all he can produce is a soueak. Why? Because hes stil holding ‘onto his Rubber Ducky. As you start a new inquiry, ask ‘yourself: What ducky am | going to put down? ‘We will leave you with one final lesson: Relationships matter. Working together in a spit of appreciative inquiry builds trust and courage, as wel as curiosity Its inspiring to see friendships form and working relationships deepen as teams commit to learn and apply the spiral of inguity. In Tuning to One Another, Margaret Wheatley arques that very great change starts from very small conversations Change happens when one frend tums to anather and says, “Ihave an idea, What if..2° Great things can happen when frends get tagether and resolve to take action on what really matters most. Spiral onward, leaders, learners and friends. The Sri book * 35> Learn more with these resources Publications 8 LL Schneller, and N. Perry. 2018, Developing Sel-regulating Learners to: Pearson. DDweek, C. 2008. Mindset: The New Psychology of Success. New York: Random House, Dumont, H, D. Istance, and F Benavides, eds. 2010. The Nature of Learning: Using esearch to Inspire Practice—Practtioner Guide from the Innovative Learning Environments Project Paris: OECD Publishing, (o20d.org/edu/oer/S0300814.pdf} Halbert, J. and L Kaser, (in press). Purpose, Passion and Persistence: System Transformation for Equity and Quality. Melbourne: Centre for Strategic Education, (To be posted at cse.edu au/contentpublications) Halbert, J. and L. Kaser. 2013. Spirals of nquity for Quality and Equity. Vancouver: The 8C Principals’ and Viee-Principals' Assocation (bopvoa.be.ca/books) ‘Jensen, B,J. Sonnemann, K. Roberts Hull and A. Hunter 2018. Beyond PD: Teacher Professional Leaming in High-Pertorming Systems. Washington, DC: National Center ‘on Education and the Economy, (ncee.org/beyondpd) Keser Land J. Halbert. 2008. Leadership Mindsets:Imovation and Learning in the Transformation of Schools. Now York: Routledge. OECD, 2018, Gtobal Competency for an inclusive World, Pa ‘DEC Publishing, OECD. 2015, Schooling Redesigned: Towards Imovative Learning Systems. Pars: OECD Publishing, (x.doiorg/10.1787/9789764245914-en) Milton, P2018, Shiting Minds 3.0: Redefining the Learning Landscape. C21 Canada. (c2canada org/wp-content/uploads/2015/05/C2'-Shiftinginds-3.pdf) Timperley, HL. Kaser, and J. Halbert. 2014, Api A Framework for Transforming Leaming in Schools: Innovation and the Spial of Inguiy. Melbourne: Cen tegic Education, Seminar Series Paper No. 234 (cse.edu.su/content/pu Wheatley, M. 2008. Turing to One Another: Simple Conversations to Restore Hope to ‘the Future. San Francisco: Beret-Kachler Publishers, In. 36 * The Spial aboot Websites Farm Roots Mini Schoo! (deltalear: Learn more about the case study feat in this playbook. Networks of Inquiry and Innovation (nai.¢a) Noll isa voluntary, inquiry-based network of schools in British Columbia, Canada, using the spiral of inquiry. It was established in 2000 with funding support from the BBC Ministry of Education, the ving K Barber Learning Centre atthe University of British Columbia, and the BC Principals’ and Vice-Principal’ Association. The network ned to improve the quality and equity of education in BC through inquiry and , schools and districts. NOI includes the Aboriginal Enhancement .ca/agsn) and isa partner with the Healthy Schools Network and ing (SEL) sites: for Academic, Social, and Emotional Learning |CASEL), Chicago ‘Social and Emotional Learning Lab, University of British Columbia (selecps.educube.ca}Acknowledgements ‘Thank you to al the inquity-minded leaders and learners who have contributed to the development ofthis playbook. Special thanks to. David Istance forthe playbook metaphor and for insights that contributed to Figure 2 on the seven principles of learning; Brooke Moore for peri on to quote from her 2016 paper, Farm Roots: A ground tte for the Transformative Educational Leadership Program at ‘Amelia Peterson for her insights and interest in the s of inquiy framework Helen Timperley for her leadership internationally in professional learning, and for of inquiry, i her insights asa spiral of inquiry practi ner Dianne Turner for championing the spiral of inquiry and encouraging this project in its early stages; ‘And finaly thank you tothe CEO Academy for continuing to ask questions and advocate for collaborative leadership.Afterwords.. Meet our partners. "anadians for 21st Century Learning and Innovation isa nation jon advocating for 21st Century models of learning in public education in Canada. The organization was formed in 2011 by 12 founding board members and sponsors representing a unique blend of rational education organizations and private- ‘sector companies. These leaders were drawn together because of a shared moral imperative and belief that whole-systam scaling of global competencies must be accelerated through Canada's education systems to position Canadians for economic, social and personal success in the knowledge and digital era 21 Canada's report, Shiting Minds 1.0: Vision for Public Education for Canada {2013}, has provided continued impetus for national advocacy and provincial education Policies and investment levels that support 21st century learning environments where innovation and teacher-leaer partnerships can thrive, 21 Canada is facilitated by a Secretariat, including MindShare Learning Technology ‘and 21st Century Learning Associates. Lear more about our partners at c2icanada.ora/partners, The Spiral Piayok * 41Connect with the CEO Academy ‘The CEO Academy is a Pan-Canacian professional network of schoo! system superintendents (chief executive officers of their dist standards for 2st century le ) committed to setting Canadian innovation and technology inthe education system, This facilitated network is @ madel of collaborative inquiry. Members share a focus on creating cultures of innovation and transformation, and a moral imperative to develop slobal competencies that students need for their future. ‘The CEO Academi contributed tothe development of the report Shitting Minds 3.0: Redefining the Learning Landscape, and innovation and system cal CEO Academy leaders are uniquely positioned to provide advice, perspective and reused it to spark professions ies on {guidance to help shape pan-Canadian policies that support leaming for al students, Seek out @ CEO Academy leader in your jurisdiction to connect and collaborate. Members ae listed here and at c2teanada.o 42.» The Spal Paybook /oe0-avadom BRITISH COLUMBIA ALBERTA ‘SASKATCHEWAN MANITOBA ONTARIO QUEBEC [NEWFOUNDLAND ‘NEW BRUNSWICK NOVA SCOTIA PRINCE EDWARD ISLAND INTERNATIONAL Rod Allen, Cowichan Valley School District Pat Duncan, New Westminster School District Chris Kennedy, West Vancouver School District Jordan Tinney, Suey Schoo District Maurice Manyfingers, Kainai Board Of Education ‘Tim Monds, Patkiand School Division Kurt Sacher, Chinook’s Edge School Di Chris Smeaton, Holy Spirit Roman Catholic on Gwen Keith, Holy Family Roman Cathol Guy Tetrauit, Sun West School Division Mare Casavant, Brandon Schoo! Division Pauline Clarke, Winnipeg Schoo! Division Denise Andre, Ottawa Catholic Sctool Board Ted Doherty, Avon Maitland District School Board Laura Eliot, Thames Valley District School Board Angela Gauthier, Taranto Catholic District Schoo! Board Kathi Wallace, Simcoe County District School Board Michael Chechile, Lester 8. Pearson School Board Darrin Pike, Newfoundland and Labrador English School Di Greg Ingersoll, Anglophone East Schoo! District Gary Adams, Chignecta-Central Regional School Board Elwin LeRoux, Halifax Regional School Board ‘Anne Bernard-Bourgeois, La Commission scolaire de langue ‘rangeise Doug Prescott, Canadian Inter (at-large)D About the authors Linda Kaser and Judy Halbert lead the Transformative Educational Leadership Program at the University of British Columbia (telp.edue.ube.ca}; the Networks of Inquiry and Innovation (noi.ca); and the Aboriginal Enhancement Schools Network (noii.ca/aesn). In addition to working with leadership groups in BC and the Yukon, they collaborate with educators in Wales, Australia, New Zealand and England. They are deeply committed tw achieving equity and quality forall learners —and to networking for innovation and improvement both in Canada and abroad. To that end, they are Canadian representatives to the OECD international research program on Innovative Learning Environments. ‘Judy and Linda have served as principals, district leaders, and policy advisors with British Columbia's Ministry of Education in the areas of innovative leadership, district change, rural education, literacy and Indigenous education, They are the co-authors of Spirals of Inquiry (2013), Leadership Mindsets: Innovation and Learning in the Transformation of Schools (2009) and with Helen Timperley, ‘A Framework for Transforming Learning in Schools: Innovation and the Spiral of Inquiry (2014), Editorial and design team Joanne Wise is a plain-language editor, writer and coach for organizations in the private, public and not-for-profit sectors across Canada. Kathy Kaulbach is an information and graphic designer specializing in clear communications. Karen Yamada guides research and development for C21 Canada, and facilitates the CEO Academy. 44 * The Spiral Playbook Linda Kaser Judy Halbert