Presentation #3 Title: Ontario Ministry of Education: Developmental Evaluation of the Building Innovative Practice Initiative

• In Event: Achieving Equity in Education: Intervention Programs Using Collaborative Inquiry as a Model for System-Wide Improvement

Abstract

Purpose and Perspective:
As part of Ontario Ministry of Education’s overall Student Success Strategy, the Building Innovative Practice Initiative (BIPI) was introduced in 2012 to build capacity in seven selected case study school boards in implementing effective and differentiated instruction.

The objective of this initiative is to build: cross-panel (i.e., Grades 7-10) instructional capacity to improve student learning for students with persistent achievement challenges; and leadership capacity to focus and differentiate support based on the diverse needs of schools and educators.

For the first two years of the initiative, University of Ottawa acted as knowledgeable advisors to work in collaboration with the Ministry of Education team in building capacity in the seven school boards in implementing effective and differentiated instruction. The capacity-building emphasizes on using the collaborative inquiry process to identify student learning and engagement needs, link professional learning to those diverse needs, and measure the impact of changes in instructional practice on student learning and engagement.

Methods and Data:
For two years of this initiative, University of Ottawa has analysed the data provided by the school boards. Regular collection, analysis and reporting of data and information have been a part of BIPI since its inception in 2012-13. Data is collected by the Ministry of Education to monitor progress, as well as to inform policy and program implementation and provide feedback to the boards. Key learnings from the data analysis will be presented in this symposium.

In addition to the data and reports submitted to the Ministry, school boards also collect and analyse their own data. With an equity and diversity lens, the presenter will be articulating the impact of the initiative in case study schools and boards; the successes and challenges they have experienced being involved in BIPI, and any recommendations to inform further policy and program implementation.

Results and Significance:
Research (Timperley et al., 2007) shows that the collaborative inquiry process has impact on instructional practice, student engagement and achievement.
The presentation will examine questions related to the implementation, impact, and effectiveness of the BIPI, with findings from both University of Ottawa and school boards.

Collaborative inquiry is a form of Action Research with a focus on seeking knowledge through reflection with others (Lodico, 2010). As a tool for learning and change, the collaborative inquiry process addresses, through differentiated instruction, the strengths, interests and needs of the diverse student population.

The findings from the evaluation will further inform the work from research to policy and practice. Some of the questions that will be articulated in the presentation includes but not limited to:

1. What are the key impacts and learning in the seven school boards?
2. What is the existing evidence that supports the impact of collaborative inquiry on changing educator practice and improving student learning? What factors contribute to or hinder this culture?
3. What intended and unintended outcomes have occurred as a result of educators engaging in the initiative?

Authors

• Tina M Jones, Hastings and Prince Edward District School Board

• Anne Clifton, Ontario Ministry of Education

• Susan Palijan, Ontario Ministry of Education

• Keiko Kuji-Shikatani, Ontario Ministry of Education