Lab Class

Lisa Cranston has over thirty years of experience as an educator and has taught grades kindergarten to four, worked as an instructional coach for literacy and mathematics, and as an educational consultant for kindergarten and primary grades. She has also provided induction for new teachers and support for their mentors. In her role as a curriculum consultant, Lisa and her colleagues developed the Lab Class model to support professional learning for teachers and administrators. This model reflects Lisa's beliefs that collaboration is key to professional learning and that educational leaders must engage as co-learners with teachers if we are to create sustainable change in practice. Lisa recently completed a doctoral degree in Educational Leadership at Western University and has a Masters degree in Curriculum Studies from the University of Windsor and an undergraduate degree in Early Childhood Education from Ryerson University in Toronto. She is a consulting editor for the National Association for Young Children's journal Teaching Young Children and a presenter for The MEHRIT Centre. She enjoys travelling with her two daughters and her husband or relaxing in their home on the shores of Lake Erie near the vineyards of Southern Ontario.

PREFACE ACKNOWLEDGMENTS ABOUT THE AUTHOR CHAPTER 1: AN OVERVIEW OF LAB CLASS What Is Lab Class? The Lab Class Model-Step by Step Rationale for Lab Class Goals of Lab Class Considerations for Launching Lab Class Organizational Models of Lab Class CHAPTER 2: THE LAUNCH MEETING Determine an Overall Focus for Lab Class Narrow the Focus Theories of Action Learn to Be Descriptive Lab Class Simulation Select Marker Students Document Student Learning Document Teacher Learning Ethical Considerations When Documenting Student and Teacher Learning Create and Discuss Norms Establish the Schedule for Lab Class Troubleshooting Tips CHAPTER 3: ENGAGING IN LAB CLASS Classroom Observations Analysis of Observations Cluster Observations and Determine Trends Identify Conditions Revisit the Inquiry Question and Theories of Action Determine Next Steps: What Does the Research Say? Proposed Agendas for Lab Class Troubleshooting Tips CHAPTER 4: CONSOLIDATION AND CULMINATION OF LAB CLASS Reflect on the Learning Develop a Communication Plan Proposed Agendas for the Consolidation Meeting CHAPTER 5: LAB CLASS EXAMPLES Lab Class One: Multiple Teachers/One School Lab Class Two: Multiple Teachers/Multiple Schools Lab Class Three: Multiple Schools/One Teacher Conclusion and Discussion FINAL THOUGHTS APPENDIX Template A: Determine a Focus Template B: Develop Your Team's Inquiry Question Template C: Data Collection for Student Learning Template D: Data Collection for Teacher Reflection and Professional Learning Template E: Teacher Reflection-Sample One Template F: Teacher Reflection-Sample Two Template G: Teacher Reflection-Sample Three Template H: Supports Needed and Next Steps Template I: Final Report Template-Sample One Template J: Final Report Template-Sample Two Template K: Lab Class Feedback-Exit Ticket Template L: Lab Class Feedback-Survey REFERENCES INDEX

"Cranston draws on her rich experiences as a professional learning facilitator and presents a compelling case for conducting Lab Classes as a practical and viable approach for realizing positive changes in schools and classrooms. This resource provides everything needed to get started - including examples, templates, and tools for monitoring progress. For those looking to empower teachers by bringing the learning of teaching closer to the classroom, this resource will help you achieve your goals." -- Jenni Donohoo, Provincial Literacy Lead, Council of Ontario Directors of Education "Effective professional learning includes personalized, purposeful and precise actions that support educators to leverage their craft to positively impact student learning. Staff developers have come to realize that the most effective educator learning is that which is closest to the classroom ... closest to the student. When educators learn from other educators in a classroom setting during "real time" teaching time with a skilled facilitator it is the ultimate educator learning experience. The Lab Class model provides that ultimate educator learning experience. The author, Lisa Cranston skillfully provides a scaffolded approach that provides the practical steps for educators, and district level support staff to create and sustain a highly effective professional learning model. Educators must have agency and ownership of their craft. This is the essence of professionalism. Lab class provides the structure for educators to witness, reflect, discuss and consider their next best step in their educator moves to support student learning. Lab class essentially allows the educator to "live" the teaching and learning experience while also have a safe space to engage in purposeful dialogue with other trusted professionals. I highly recommend districts to consider this model of professional learning if they want to create rich and authentic professional learning experiences for their most valuable resource in supporting students- their educators." -- Dr. Clara Howitt, Superintendent of Education, Greater Essex County District School Board "Lab Class is a must have book for educators seeking to engage in effective, job-embedded, learner focused professional learning that will result in higher levels of learning not only for students, but educators as well." -- Chris Bryan, Senior Consultant, Learning Forward "Lab Class is a professional learning structure to take learning walks to the next level. It provides a process to deepen inquiry and focus teacher observations and learning." -- Ellen S. Perconti, Superintendent, Mary M. Knight School District "Lab Class provided a structured experience that allowed the West Gate educators the opportunity to take control of our learning and that of our students. Our team used qualitative and quantitative data to determine the overall focus of our inquiry. As a team we designed and implemented the instruction, observed marker students as they experienced the learning, and reflected on our joint observations to explore possible next steps for instruction and teacher/student learning. As the focus was not on individual practice but on student learning and the conditions that were present to support student growth, our educators gained the confidence to take risks in trying new modes of instruction to observe the effect on student learning. They gathered data about the conditions that existed that fostered the learning. And finally determined strategies to extend the learning. " -- Debra Laforet, Principal, Greater Essex County District School Board "An excellent model for effective, engaging and meaningful professional development. The Lab Class model embraces what we know to be effective strategies and methodologies in the classroom, and integrates those standards of learning into an exceptional model of professional development. It only makes sense that the strategies and methods effectively used in the classroom be transferred to methods of professional learning for the adult learner. Lab Class should be the new standard for professional development" -- Miriam A. DeCock, Classroom Instructor