Roger Nevin

Google Apps is a cloud solution that works on any computer and on many PDAs including netbooks and cell phones. Cloud computing was a major recommendation in the international 2009 Horizon Report which addresses major trends in technology and education over the coming years. We implemented Google Apps for Education at my school, Adam Scott C.V.I. (grades 7–12) in February 2008 and I am the site administrator. Google Apps has had a major positive impact on learning for students and is used by teachers to make their lessons richer and more relevant.

Google Apps is a very powerful collaboration tool that dramatically improves learning, engages students and teaches 21st Century skills. It allows students and teachers to work collaboratively in the cloud to create on-line shared documents (Word, Excel, PowerPoint), calendars, email, chat, create wikis/web pages, a private YouTube service and more. It has a powerful security tool that protects students' privacy.

Google Apps is free (and ad free) for educational institutions and saves school boards and districts hundreds of thousands of dollars as they do not have to pay for software licenses, network servers, network software and virus and span checkers. It also reduces the need to print which also saves money and is good for the environment.

Thousands of schools, colleges and universities from around the world have registered Google Apps. Several States including New York, Colorado and Oregon have put all their students on Google Apps.

This practical presentation will give practical examples including testimonial videos from students and teachers from my school as well as on-line resources on my non-profit educational web sites - connectingeducation.com and engagestudents.ca

Video Segments:

1. Segment One (Length: 20:05)
2. Segment Two (Length: 24:53)

Tim Ralph

Tim Ralph has been an educator with the Durham District School Board for 19 years. As a Teacher, Principal, Technology Facilitator and currently as the Officer for Technology K–12, Tim has worked to shine a light on the link that exists between technology use, student achievement and student and teacher engagement. This year, Durham District School Board embarked on a study of how wireless hand-held devices affect classroom learning, teaching and student achievement in the primary grades. Tim will share his thoughts on the future of mobile technology in the classroom as well as preliminary results from the project.

Video Segments:

1. Segment One (Length: 29:27)
2. Segment Two (Length: 28:10)

Dr. Tim Tyson

Dr. Tim Tyson, named one of Georgia's High Performance Principals by State Governor Sonny Perdue, served as the principal of Mabry Middle School in Cobb County, Georgia. The School Library Journal has referred to Dr. Tyson as the "Pied Piper of Educational Technology," and his innovative use of technology to maximize student achievement has been featured in a variety of national and international education magazines. Also, under his leadership, Mabry Middle School earned the prestigious School of Distinction Award for Technology Innovation from Intel Corporation and Scholastic. Hundreds of educators from all over the country and several foreign countries visited Mabry during his tenure there to see firsthand the innovative ways technology was being used to maximize student achievement. Though a self-described geek, Dr. Tyson believes that technology is neither "the answer nor the magic bullet" but a tool that, when appropriately leveraged, brings people together so that they can collaboratively create and share with unprecedented ease and facility.

When he is not traveling, reading, dabbling with photography, digital video, or on the computer, he enjoys arranging and composing music. With a global vision for making our world a better place, he values the creation of beauty in all of the many different forms it can take--the most powerful of which, and closest to his heart, is helping children reach their highest potential.

His passion is unmistakable, and his goal in every keynote address and workshop is the same: to empower people by making learning irresistible.

Video Segments:

1. Keynote – Segment One (Length: 33:45)
2. Keynote – Segment Two (Length: 25:56)
3. Keynote – Segment Three (Length: 30:03)
4. Keynote – Segment Four (Length: 31:03)
5. Keynote – Segment Five (Length: 25:40)
6. Breakout A – Segment 1 (Length: 32:00)
7. Breakout A – Segment 2 (Length: 40:27)
8. Breakout B – Segment 1 (Length: 40:13)
9. Breakout B – Segment 2 (Length: 19:02)

Privacy Information Panel – Randy Tennant, Gina Coish, John Dance, Kimberly Ishmael

Video Segment:

1. Privacy Information Panel (Length: 54:47)

Building the Foundation for Privacy and Information Management – Gina Coish

Video Segment:

1. Building the Foundation for Privacy and Information Management (Length: 36:10)

EDI and EQAO – Chris Conley and Scott Harris

Chris Conley is an Education Researcher with the Durham District School Board who began his 18 year career researching models of learning and memory at Trent University. Drawing on his technical interests, Chris not only looks for data patterns and trends but also experiments with approaches from other fields (i.e. Bio/Medical Sciences, Ecology, Engineering, etc.) to make research findings more accessible and engaging. Chris is an active member in several research networks across the province and is currently serving as an Executive member of the Early Years Education Ontario Network (EYEON) and Chair of the Hierarchical Linear Modeling Learning and Research Community (HLM-LRC).

"Research is only effective if the people it is meant to impact understand it."
– Chris Conley

Video Segments:

1. Section 1 (Length: 6:18)
2. Section 2 (Length: 9:54)
3. Section 3 (Length: 16:20)
4. Section 4 (Length: 0:42)

Examining Information Breaches – Andrew N. Zabrovsky

Andrew Zabrovsky articled with Hicks Morley in 2007 and joined the firm as an associate following his call to the bar in 2008. Andrew graduated from Duke University with a bachelor's degree in Political Science and a minor in History in 2004, and earned his LL.B. at Queen's in 2007. Andrew advises private and public sector employers broadly in the areas of labour and employment law, with a particular emphasis on Education, Privacy, Litigation and Human Rights. Andrew has represented employers before the Ontario Labour Relations Board and the Human Rights Tribunal. Andrew has spoken before professional groups on the issues of accommodation in the workplace, labour management relations, and progressive discipline, and has volunteered his time to Queen's University and St. Lawrence College to assist in their moot court and mock arbitration programs.

Video Segments:

1. Section 1 (Length: 16:04)
2. Section 2 (Length: 9:20)
3. Section 3 (Length: 10:29)
4. Section 4 (Length: 25:02)

Knowledge in a Learning Organization – Lynne Hannay

Dr. Hannay was formerly a curriculum professor at the Ontario Institute for Studies in Education (OISE), a former visiting professor at Laurier Brantford and served as the head of OISE's Kitchener-based Midwestern Centre from 1987–2006.

During her near 20-year term heading OISE's Midwestern Centre, Hannay has conducted extensive research with the local school boards, taught graduate classes for OISE, and supervised OISE's courses and workshops for teachers in the tri-city area.

Hannay holds a PhD from Ohio State University and bachelor's and master's degrees in education from the University of Victoria. In addition to teaching in the public school system for seven years, Hannay's research has been published extensively and supported by more than $1 million in grants from the Social Sciences and Humanities Research Council (SSHRC) and the Ontario Ministry of Education and Training.

Video Segments:

1. Section 1 (Length: 4:16)
2. Section 2 (Length: 5:09)
3. Section 3 (Length: 11:57)
4. Section 4 (Length: 7:26)
5. Section 5 (Length: 19:45)
6. Section 6 (Length: 2:47)

About Assessment – Damian Cooper

Damian Cooper is an independent education consultant who specializes in helping schools and school districts improve their instructional and assessment skills. In his varied career, Damian has been a secondary English, Special Education, and Drama teacher, a department head, a librarian, a school consultant and a curriculum developer. He has specialized in student assessment for more than twenty years. Damian served as assessment consultant to the School Division of Nelson Education where he worked on the development of assessment principles and strategies for a wide variety of K–12 resources. Prior to that appointment, he was Co-ordinator of Assessment and Evaluation for the Halton District School Board in Burlington, Ontario.

Video Segments:

1. Section 1 (Length: 16:22)
2. Section 2 (Length: 41:17)
3. Section 3 (Length: 22:25)
4. Section 4 (Length: 22:33)
5. Section 5 (Length: 17:31)
6. Section 6 (Length: 24:18)
7. Section 7 (Length: 23:22)
8. Section 8 (Length: 17:42)
9. Section 9 (Length: 37:25)
10. Section 10 (Length: 14:55)

The Road Ahead: Strategies for Working with Boys – Barbara Bodkin

Barbara Bodkin is Director of Continuing Education at the Faculty of Education, University of Toronto (OISE). She is responsible for providing learning and implementation models—both face to face and online—for individual teachers, teams, schools, districts and for leading provincial projects related curriculum implementation and change.

Her keynote address at the Fall Research Symposium, Evidence and Inquiry within Professional Learning Communities (October 2009), was sponsored by the Barrie Region MISA Professional Network Centre.

In the video segments below, Barbara Bodkin focuses on boys' literacy and how teacher inquiry contributes to a professional community of practice.

Suggested Audience

• Superintendents with elementary and/or secondary responsibilities
• Administrators (elementary and secondary)
• Teachers
• Board researchers and analysts

Video Segments: (Streaming Windows Media)

1. Why Boys? Closing the Gaps (Length: 7 minutes)
2. A Brief History of the Teacher Inquiry Process (Length: 2 minutes)
3. What Have We Learned? Process of Inquiry (Length: 14 minutes)
4. What Have We Learned? About Data Literacy (Length: 8 minutes)
5. What Have We Learned? Instructional & Assessment Strategies (Length: 15 minutes)
6. A Key Dimension: Leadership Development (Length: 2 minutes)

Evaluation of the Ontario Ministry of Education's Student Success/Learning to 18 Strategy – Ruth Baumann

Ruth Baumann has been a teacher and a school administrator. She was Secretary/ Treasurer of the Ontario Teachers' Federation, where she was the chief administrative officer, and she served as Chair of the Education Network of Ontario Board of Directors. In addition, Ms. Baumann was Field Director for the evaluation of secondary school student success programs conducted by the Canadian Council on Learning for the Ministry of Education.

Her keynote address at the Spring Research Symposium, Evaluation of Ontario's Student Success/Learning to 18 Strategy (June 2009), was sponsored by the Barrie Region MISA Professional Network Centre.

In the video segments below, Ruth Baumann focuses on the formative evaluation of Student Success/ Learning to 18 at the provincial level undertaken by the Canadian Council on Learning.

Suggested Audience

• Superintendents with elementary and/or secondary responsibilities
• Administrators (elementary and secondary)
• Teachers
• Board researchers and analysts

Video Segments: (Streaming Windows Media)

1. Historical Context (Length: 5 minutes)
2. Changing Expectations (Length: 4 minutes)
3. Evaluation Context (Length: 2 minutes)
4. Purpose (Length: 6.5 minutes)
5. Findings (Length: 29 minutes)
6. Values (Length: 4 minutes)
7. Recommendations (Length: 10.5 minutes)

Action Research to Inform a Research Based Practice – Dr. Bill Hunter

Dr. Bill Hunter was the Founding Dean of the Faculty of Education at UOIT, and served as dean until 2007. He is currently a full professor engaged in teaching and research related to educational technology. Dr. Hunter was once a high school English teacher and has taught courses for university departments of mathematics, nursing and psychology. His career has included positions in Ohio, Rhode Island, Nova Scotia, Alberta and Ontario.

Dr. Bill Hunter's keynote address at the MISA /Student Success Research Day, Action Research to Inform a Research Based Practice (April 2009), was sponsored by the Barrie Region MISA Professional Network Centre.

In the video segments below, Dr. Katz focuses on the characteristics of effective learning communities, with particular emphasis on the concept of a culture of inquiry as the engine of a learning driven school. The focal point centres on building and supporting effective school-based learning communities that enable focused professional learning in relation to the defined student learning needs.

Suggested Audience

• MISA leads
• Superintendents with elementary and/or secondary responsibilities
• Administrators (elementary and secondary)
• Teachers

Video Segments: (Streaming Windows Media)

1. Research Skills (Length: 12 minutes)
2. Ministry Research Strategy (Length: 5 minutes)
3. What do I need to do? (Length: 14 minutes)

Learning Driven Schools: Creating a Culture of Professional Inquiry – Dr. Steven Katz

Dr. Steven Katz is a director with the research and evaluation firm Aporia Consulting and is a permanent faculty member of the Human Development and Applied Psychology department at the Ontario Institute for Studies in Education (OISE) of the University of Toronto.

Dr. Steven Katz's keynote address at the Fall Research Symposium, Learning Driven Schools: Creating a Culture of Professional Inquiry (October 2008), was sponsored by the Barrie Region MISA Professional Network Centre.

In the video segments below, Dr. Katz focuses on the characteristics of effective learning communities, with particular emphasis on the concept of a culture of inquiry as the engine of a learning driven school. The focal point centres on building and supporting effective school-based learning communities that enable focused professional learning in relation to the defined student learning needs.

Suggested Audience

• MISA leads
• Superintendents with elementary and/or secondary responsibilities
• Administrators (elementary and secondary)
• Teachers

Video Segments: (Streaming Windows Media)

1. Introduction (Length: 10 minutes)
2. New Learning for Changing Practice (Length: 15 minutes)
3. Three Principles of Knowledge (Length: 15 minutes)
4. Creating the Conditions for Focused Professional Learning (Length: 6 minutes)
5. Capacity Building (Length: 12 minutes)
6. School Improvement Plan (Length: 2 minutes)
7. High Leverage Focus (Length: 5 minutes)
8. Instructional Leadership Capacity (Length: 9 minutes)
9. Focused Collaborative Inquiry (Length: 19 minutes)

Getting from Here to There: Evidence to Action – Karen Hume

Karen Hume is an educator, author, professional workshop leader, and keynote speaker. Her recent books include Start Where They Are: Differentiating for Success with the Young Adolescent and Supporting and Sustaining Differentiated Instruction: An Administrator's Guide. For further information, visit www.karenhume.ca.

The purpose of this webcast, Getting from Here to There: Evidence to Action with Karen Hume, is to help you and your colleagues use your own school's data to construct meaningful action-oriented conversations that will support student success.

Getting from Here to There: Evidence to Action Facilitator's Guide (PDF 103KB)

Video Segments: (Streaming Windows Media)

1. Introduction (Length: 1/2 minute)
2. Mapping the Journey (Length: 5 minutes)
3. Determining Your Starting Point (Length: 2 minutes)
4. Sharing the Trip with Others (Length: 6 minutes)
5. Are We There Yet? (Length: 1 minute)

Additional Resources

1. Mapping Your Journey One Sheet (PDF 57KB)
2. Choose Your Destination Task Card (PDF 35KB)
3. Who Is on the Bus? One Sheet (PDF 88KB)
4. RAFT One Sheet (PDF 86KB)
5. Making the Trip Task Card (PDF 50KB)
6. Success for Every Student Model (PDF 128KB)

Putting Research into Action: From Evidence-Based Decisions to Systemic Educational Improvement – Dr. Carol Campbell

Dr. Carol Campbell, Chief Research Officer with the Ontario Ministry of Education

Dr. Carol Campbell's keynote address at the Spring Research Symposium, Putting Research into Action: From Evidence-Based Decisions to Systemic Educational Improvement (March 2008), was sponsored by the Barrie Region MISA Professional Network Centre.

In the video segments below, Dr. Campbell focuses on the importance of evidence-based and evidence- informed decision making throughout educational practice. Her presentation addresses:

• The relationship between evidence and decisions
• The role of research, evaluation, and data
• Research-informed practice
• Using research and data from individual schools to inform systemic practice
• An update on the Ontario Research Strategy

Suggested Audience

• Directors
• Superintendents with elementary and/or secondary responsibilities
• Administrators (elementary and secondary)
• Teachers
• Board researchers and analysts

Video Segments: (Streaming Windows Media)

1. Introduction (Length: 3 minutes)
2. Using Evidence (Length: 4 minutes)
3. Research-Informed (Length: 6 minutes)
4. Research Use (Length: 4 minutes)
5. How to Move Forward (Length: 3 minutes)
6. Barriers and Enablers (Length: 3 minutes)
7. Strategies and Mechanisms (Length: 2 minutes)
8. Provincial Research Use (Length: 4 minutes)
9. Highlights of the Ministry Strategy (Length: 6 minutes)
10. Summary (Length: 2 minutes)

The Friendly Face of Program Evaluation

Dr. Don Klinger, Associate Professor in Assessment and Evaluation at Queen's University

His keynote address at the Fall Research Symposium, The Uses and Benefits of Program Evaluation (October 2007), was sponsored by the Barrie Region MISA Professional Network Centre. Dr. Klinger's research interests include quantitative research methods, the examination of psychometric and policy issues of large scale assessments, program evaluation, and measures of school effectiveness.

In the video below, Dr. Don Klinger focuses on the role of the evaluator increasingly as advisor or partner, collaborating with the program users to determine how best to make a program effective.

Suggested Audience

• Directors
• Superintendents with elementary and/or secondary responsibilities
• Administrators (elementary and secondary)
• Teachers
• Board researchers and analysts

The Friendly Face of Program Evaluation Facilitator's Guide (PDF 62KB)

Video: (Streaming Windows Media)

1. The Friendly Face of Program Evaluation (Length: 11 minutes)

Having Critical Conversations for Student Achievement

Karen Hume, is a Student Success Lead on leave from the Durham District School Board as well as an author and speaker.

Her recent books include Start Where They Are: Differentiating for Success with the Young Adolescent and Supporting and Sustaining Differentiated Instruction: An Administrator's Guide. For further information, visit www.karenhume.ca.

In the video segments for Having Critical Conversations for Student Achievement, Karen Hume talks about the importance of identifying and articulating our beliefs about student achievement; examining those beliefs in conversation with others and through reflection on data; and finding effective ways to change our own and other people's minds.

Having Critical Conversations for Student Achievement Facilitator's Guide (PDF 110KB)

Video Segments: (Streaming Windows Media)

1. Facilitating Critical Conversations for Student Achievement (Length: 4 minutes)
2. How do we learn? (Length: 3 minutes)
3. How do you ensure student success? (Length: 6 minutes)
4. What do you believe? (Length: 7 minutes)
5. How do you change your own and other people's beliefs? (Length: 17 minutes)

Additional Resources

1. Apollo 13 Activity Card
2. Indiana Jones Activity Card
3. Stand and Deliver Activity Card
4. Changing Minds One Sheet
5. Changing Minds Award

Connecting Research to Educational Improvement

Dr. Carol Campbell, Chief Research Officer with the Ontario Ministry of Education

Her Keynote Address at the Spring Research Symposium, Connecting Research to Educational Improvement: Being Evidence-Informed in Practice (March 2007), was sponsored by the Barrie Region MISA Professional Network Centre.

In the video segments below, Dr. Carol Campbell focuses on the role of research in supporting educational improvement. This improvement requires attention to "what" research is relevant to current needs and "how" to effectively connect it to improved practice. In particular, effective responses involve developing successful strategies for being evidence-informed in practice and drawing upon research, data, and other sources of information.

Suggested Audience

• Directors
• Superintendents with elementary and/or secondary responsibilities
• Administrators (elementary and secondary)
• Teachers
• Board researchers and analysts

Connecting Research to Educational Improvement Facilitator's Guide (PDF 85KB)

Video Segments: (Streaming Windows Media)

1. Introduction (Length: 4 minutes)
2. The Ontario Education Research Strategy: Collaboration, Communication, Content, and Capacity (Length: 11 minutes)
3. Research-Engaged Schools (Length: 9 minutes)
4. Bringing Together Research, Data, and Information (Length: 17 minutes)
5. Summary (Length: 5 minutes)

Issues of Data Sharing Initiatives: Opportunities and Challenges for School Boards

Panel Discussion

Panelists: Gina Coish, Freedom of Information/Records Management Coordinator – Simcoe County District School Board; Erica van Roosmalen, Chief Research Officer/MISA Leader – Halton Catholic District School Board; Andrew Harris, Education Officer, Curriculum/Technology – Durham District School Board

In the video segments below from the MISA Symposium entitled Data Security, Privacy and Access: Creating a Balance, the panelists bring the perspectives of three different roles to the opportunities and challenges related to data-sharing initiatives.

Suggested Audience

• Directors
• Superintendents with Privacy and Access Responsibilities
• Information and Technology Managers
• Freedom of Information Managers
• MISA Leads
• Special Education/Records Staff
• Board Researchers and Analysts

Issues of Data Sharing Initiatives Facilitator's Guide (PDF 61KB)

Video Segments: (Streaming Windows Media)

1. Gina Coish: Freedom of Information (Length: 14 minutes)
2. Erica van Roosmalen: Privacy, Security and Ethical Issues (Length: 6 minutes)
3. Andrew Harris: Network Security, Workspace Processes, and Procedural Guideline (Length: 18 minutes)

Access and Privacy In Ontario: An Overview

John Higgins, Senior Adjudicator and Manager of Adjudication, Office of the Information and Privacy Commissioner/Ontario

In the video segments below, Mr. John Higgins provides a backgrounder on privacy and data protection. His primary focus is Ontario's privacy and access-to-information laws. He outlines the mandate and function of the Ontario Information and Privacy Commissioner, and shares some tips, cautionary tales, and success stories from past cases.

Suggested Audience

• Directors
• Superintendents with Privacy and Access Responsibilities
• Superintendents with MISA Responsibilities
• Information and Technology Managers
• Freedom of Information Managers
• MISA Leads
• Special Education/Records Staff
• Board Researchers and Analysts

Access and Privacy In Ontario Facilitator's Guide (PDF 66KB)

Video Segments: (Streaming Windows Media)

1. The Two Sides: Access and Privacy (Length: 5 minutes)
2. Purposes of the Legislation (Length: 6 minutes)
3. Who Accesses Information (Length: 3 minutes)
4. Exemptions (Length: 5 minutes)
5. Responding to Requests (Length: 10 minutes)
6. Privacy (Length: 7 minutes)
7. Disclosure (Length: 6 minutes)
8. Privacy Breaches (Length: 9 minutes)

Taking the Guesswork Out Of Privacy: The Ontario Shared Services Privacy Review

Sharon Cohen, President Shared Solutions Consulting

In the video segments below, Sharon Cohen, the founding President of Shared Solutions Consulting and former Chief Executive Officer of Ontario Shared Services, discusses privacy strategies in the public sector. In the immediate aftermath of the largest privacy breach in the history of the Ontario Government, the Ontario Shared Services organization (which provides a range of financial and administrative business services for all Ontario government ministries) found itself the subject of an independently conducted, end-to-end review of its privacy practices, with the results directed to be made public. Challenged to move the organization from crisis to confidence, Ontario Shared Services developed an innovative public-sector-based privacy standard against which it was measured, and in the process, has taken the guesswork out of privacy compliance for front-line workers and senior executives alike. The results will likely have far-reaching impacts on strengthening the privacy culture within the Ontario Public Service, and afford a practical strategy for other sectors in strengthening their privacy culture.

Suggested Audience

• Directors
• Superintendents with Privacy and Access Responsibilities
• Superintendents with MISA Responsibilities
• Information and Technology Managers
• Freedom of Information Managers
• MISA Leads
• Special Education/Records Staff
• Board Researchers and Analysts

Taking the Guesswork Out Of Privacy Facilitator's Guide (PDF 63KB)

Video Segments: (Streaming Windows Media)

1. Overview of the Presentation (Length: 1 minute)
2. The Ontario Shared Services Privacy Review (Length: 5 minutes)
3. The Development of the Privacy Standard (Length: 5 minutes)
4. What Constitutes a Standard? (Length: 9 minutes)
5. The Roadmap that "Takes the Guesswork Out of Privacy" (Length: 11 minutes)
6. The Steps Involved in Conducting a Privacy Review (Length: 10 minutes)

Privacy Meets Technology: The Road Ahead for Ontario Schools

Dr. Michael Geist, Canada Research Chair of Internet and E-Commerce Law at the University of Ottawa

In the video segments below, Dr. Geist focuses on how organizations can anticipate future shifts of the Canadian privacy-law landscape and be ready for the future privacy compliance requirements in the context of emerging technologies. Canadian privacy law faces difficult challenges as it grapples with the realities posed by emerging technologies. The combination of a Parliamentary review of Canada's privacy legislation along with a growing number of provincial privacy laws has created a complex national privacy patchwork, while new technologies are stretching the boundaries of current privacy legislation. Dr. Geist explores these issues within the context of MISA and data warehousing initiatives.

Suggested Audience

• Directors
• Superintendents with Privacy and Access Responsibilities
• Information and Technology Managers
• Freedom of Information Managers
• MISA Leads
• Special Education/Records Staff
• Board Researchers and Analysts

Privacy Meets Technology Facilitator's Guide (PDF 64KB)

Video Segments: (Streaming Windows Media)

1. Introduction (Length: 2 minutes)
2. The Stages of Privacy (Length: 5 minutes)
3. The Six Challenges of Privacy (Length: 23 minutes)
4. Security Stages and Challenges (Length: 12 minutes)
5. MISA: Challenges and Pressure Points (Length: 11 minutes)

Leading Schools in a Data-Rich World – Dr. Lorna Earl & Dr. Steven Katz

In the video segments below, Dr. Lorna Earl and Dr. Steven Katz introduce the themes explained in their book, Leading Schools in a Data-Rich World: Harnessing Data for School Improvement, and in their in-depth training session. They talk about the role of data in constructing knowledge that will be useful in improving schools to result in improved outcomes for students. The video segments are accompanied by a facilitator's guide available in pdf format to help you explore the key ideas of the segments. Look for the opportunity to attend an in-depth training session.

For further information, refer to www.aporia.ca

Leading Schools in a Data-Rich World Facilitator's Guide (PDF 66KB)

Video Segments: (Streaming Windows Media)

1. Introduction (Length: 1 minute)
2. Accounting and Accountability (Length: 4 minutes)
3. Inquiry Habit of Mind (Length: 3 minutes)
4. Inquiry Habit of Mind Continued (Length: 1 minute)
5. Becoming Data Literate (Length: 2.5 minutes)
6. Becoming Data Literate Continued (Length: 3.5 minutes)

Conducting Action Research – Dr. Richard Sagor

In the video segments below, taken from a presentation made at one of the Leading Student Achievement (LSA) Symposia, Dr. Richard Sagor explains the concepts of his book, The Action Research Guidebook: A Four- Step Process for Educators and School Teams. Dr. Richard Sagor provides a specific and detailed process for implementing an action research project in a school. He defines action research as "Investigations conducted by and for the people taking the action, on their own action to inform their future actions." The video segments are accompanied by a facilitator's guide that is available in pdf format to help you explore the key ideas of the segments.

Conducting Action Research Facilitator's Guide (PDF 237KB)

PowerPoint Presentation (PPT 8.2MB)

Video Segments: (Streaming Windows Media)

1. Introduction (Length: 13 minutes)
2. Definition of Action Research (Length: 15 minutes)
3. Types of Action Research (Length: 8 minutes)
4. Stage 1: Clarify Your Vision/Targets (Length: 25 minutes)
5. Stage 2: Articulate Your Theory(s) (Length: 28 minutes)
6. Stage 3: Implementation/Data Collection (Length: 8 minutes)
7. Stage 4: Reflect on Results (Length: 8 minutes)