Three Pillars of Implementation

Alberta Regional Professional Development Consortia (ARPDC) beliefs about curriculum implementation: Celebrations, Evidence, Challenges and Lessons Learned

The ERLC believes that effective curriculum implementation leads to a change in practice that enhances student learning and that effective implementation is based on three pillars:

Effective Collaboration (process)
Effective Practice (content)
Effective Adult Learning (context)

Effective Collaboration
The ERLC Social Studies Advisory Committee met regularly to provide advice and direction as to how the grant could best meet the local and regional needs as well as Alberta Education expectations for social studies implementation as outlined in the grant deliverables. Participants saw advisory committee meetings as valuable, as evident by their commitment to attend. For example 15 of 18 districts had representation at the September, 2008 meeting and 14 of 18 districts had representation at the January and April, 2009 meetings. One of the most important aspects of the meetings was district sharing where an overview of districts’ initiatives to support implementation occurred. This provided for potential networking among districts, advice for ERLC programs and opportunities to share lessons learned about implementation support. The benefits of collaboration have been identified as one of the key celebrations and lessons learned during the past six years of implementation. Close collaboration allowed ERLC to work hand in glove with districts and to be as responsive as possible to evolving needs. In addition ERLC collaborated with other consortia to share resources and planning, and with other stakeholders such as Alberta Education, the ATA specialist council, the Alberta Assessment Consortium, The Critical Thinking Consortium and the Royal Alberta Museum.

An example of effective collaboration involving multiple districts, Alberta Education, and the ERLC regional team:

The sessions held in Athabasca during the 2009/2010 school year were beneficial in many ways. As this was the first year of implementation for the Social 30-1 and 30-2 curriculum it was good to have the opportunity to meet with teachers from other jurisdictions to compare notes and various strategies for program implementation. Specifically, the sessions focused on the development of assessment instruments needed to determine student progress in their respective courses.

Presentations by Tim Coates, from Alberta Learning, provided excellent direction for item writing and source identification for those items. As source based questions will be the basis for future diploma exams, the opportunity to become more familiar with the developmental process was appreciated. At a time of upheaval due to constant, yearly, curriculum change, it was refreshing to work with colleagues who shared similar concerns and to develop materials that would enhance the delivery of Social Studies.
Teacher

R.F.Staples Secondary School
Westlock AB

Effective Practice
All ERLC sessions, offered either through ERLC, during “district days” (PD days delivered in a school or district) or via PD leaders using ERLC PD materials, focused on the outcomes and the intents of the program of studies. Presenters were identified and sessions were chosen with this as the clear focus. The advisory committee identified indicators for successful implementation for social studies with most indicators based on how classrooms will “look” when implementation is occurring or has occurred.

Evidence of “effective practice” is indicated in various comments throughout the report. An example from the social studies survey:

More flexibility in the 10 and 20 levels has resulted in more time for activities. What I have noticed in students and in feedback from parents is an understanding that they are working with concepts instead of memorizing discrete facts, and that is useful to them in the long run.

Effective Adult Learning
Effective adult learning is meaningful, purposeful and provided through a variety of learning opportunities for all stakeholders. The ERLC provided a significant number of learning opportunities. The wide choice and variety of learning opportunities and participant feedback consistently indicated that those attending ERLC sessions have high levels of satisfaction. Participants almost always choose 4/4 or 3/4 in their evaluations. In addition, anecdotal feedback indicated high levels of satisfaction.

Comments on “What Worked” from social studies survey:

The ERLC sessions were great. They focused on relevant issues within social studies.

Initial immersion into philosophy changes in the social studies curriculum. Delving into the inquiry and learning processes. Work, investigation, and implementation into the assessment strategies across the curriculums. All of these topics offered and supported at the consortia level via sessions and workshops that were offered and attended by teachers. AISI project support and work on inquiry learning and assessment. School division support and sessions, social studies consultants’ availability that were provided to staff.