Transformations

While teachers had experienced ‘project intensives,’ and witnessed the empowerment of students first hand, they were lacking a framework to help implement project-based experiences in a remote environment and within their curriculum. They were hoping to build out a training that helped empower their leaders to support staff, while also providing teachers with the tools to re-structure units of study to be integrated and project-based. 

TEC worked closely with the leadership team to develop a comprehensive training starting with a kick-off session to spark interest; a deep dive of synchronous/asynchronous sessions with 20 members of staff; and a ‘hackathon’ to equip the remainder of staff with the tools to transition units to dynamic, integrated, community based project experiences.  

Hear about the transformation from from Jose Rivera, the Learning Activator.  

Developed a combination of workshops, online training and coaching for over 100 teachers organization wide. Implementation groups across campuses combined in a collaborative learning community to develop their capacities and lead teacher teams in project- based experiences.

Verso was looking to enhance the design and delivery of their interdisciplinary experiences; hoping to increase rigour, make more authentic community connections, and have learnes take increased ownership. They also needed to solidify their reporting and assessment mechanisms around core competencies. 

Working closely with leadership team, TEC designed a four step process to meet these objectives. We started by uncovering the major challenges and needs of learning designers (teachers) in project design and implementation. Through conversations and observations, we designed trainings to build common frameworks and language around project design. Next, we worked together on more personalized coaching and training for project teaching teams. TEC worked with each team to establish individualized goals and collect evidence that they were reaching them; including making learner progress more visible, facilitating self-assessment, and developing more authentic opportunities. Next, we pivoted to best support individual studnet projects, through the development of a scope and sequence of required project skills with the chief learning designer (teacher). We concluded by developing shared competency and assessment rubrics across the entire Middle Loop (Middle School) to ensure continuity and the focus on ‘future ready skills.’

Middle Loop Leaders have reported feeling more aligned as a team on their shared goals. They have reported increased rigour in their learning experiences, more authentic connections, and more interdependencies built amongst ech project team. 

TNS/BeaconHouse was hoping to build the capacity in its teaching and leadership team to move beyond simply the design of inquiry-based PBL experiences; but also the environments to support them. In short, they were hoping to transform teachers into learner-centered practitioners. 

TEC worked closely with the leadership team to develop a year-long PBL 2.0 program. This program supported a small group of teachers in implementing the 12 shifts for learner-centered environments; shifting to co-designed, inquiry-based, socratic, community centered, active learning environments. Using a scaffolded approach, teachers learned about each shift, applied them to their classroom, and then reflected on the impact it had on student learning. 

The leadership team has reported notable differences in the way students interact and behave in the training cohorts’ classrooms. Students initiate discussions, manage their projects, seek out and find necessary resources, teach each other, and organize their own exhibitions of learning. Teachers report greater comfort in transitioning to facilitators of learning experiences. 

Although there was a strong focus on relevant, 21st century skills, KPIS was looking for a consistent driver of these skills in students. Given its etrepeneurial origins, it was hoping to infuse more real-world, project-based experience to provide students with the skills they could not gain from seat time in a teacher-centered classroom. 

TEC worked with the KPIS Elementary Team to develop a PBL 1.0 and PBL 2.0 program to train staff in the design and delivery of these experiences. PBL 1.0 helped Elementary Teachers develop their first interdisciplinary project-based experience according to grade level. Teaching teams worked with TEC to design their experience and gain feedback in each stage of the iterative process. After implementing their experiences, teachers reflected and transitioned to PBL 2.0 where they targeted specific shifts in their classroom to create a more ‘learner-centric enviornment.’ Through the 12 shifts framework provided by TEC, teachers set specific goals, received personalized training, collected evidence, and presented their learning and transformations to learner-centered facilitators. 

As a result of the partnership, teachers report higher efficacy for implementing this learning model; increased engagement amongst students; more collegial collaboration with peers; and increased critial thinking and communication skills of learners. The elemetnary leadership team also reports better alignment around school wide goals. 

We trained a cross-disciplinary 10th grade team over the course of 6 months to lead an inquiry-based learning experience for students. Coached each team member in the implementation of the experience based on their performance goals according to the ’12 shifts for student-centered environments.’ 

Wide community impact as inquiry- based experiences were scaled across other grade levels. Instructional coaches on campus gained new tools to build experiences and support teachers. GPA also developed partnerships with the community, including a retired pair of theatre directors who helped support student led teams in putting on a play. (pictured below) 

Lacking a comprehensive background in project- based learning, VTC leadership reached out to TEC to create trainings for program managers across its campuses.

TEC developed individualized trainings that were part online and part in person for VTC programs leaders across over 20 campuses. TEC also worked with VTC to create a comprehensive handbook, FAQ document and website for PBL delivery in the organization. 

Vocational Training Curriculum and modules have been merged and integrated across departments including engineering, hospitality, business and design to create more real world opportunities for students with industry partners in Hong Kong. 

Teachers lacked training in developing holistic learning experiences, especially in a blended/ hybrid environment created by CoVid-19.  They also wanted to expand the pedagogy started at two of their project-based learning schools to all schools in the district. 

TEC developed a distinct online training that begin with webinar sessions to ignite and interest teachers, and then a series of DEEP DIVES for students to co-develop culturally relevant, holistic project based experiences in small teams. Instructional coaches and mentors worked with Kyle to support teachers and develop training materials and capacity for the rest of the staff. 

Teachers report a greater feeling of efficacy as well as confidence to lead independent, self-directed learning with their students. The district has formulated key community partnerships, and in cooperation with key stakeholders, is using the training to scale best instructional practices across the district. 

While CIS maintained a strong, family atmosphere, teachers rarely taught and planned together. Subjects were taught in isolation, with students attending several classes each day. And while there was a strong focus on academic curriculum, they had fewer opportunities to engage with the community, go deeper into learning, and become active citizens.

Working closely with the leadership team, inclusive of multiple stakeholders across the school, Kyle and TEC developed a cross-disciplinary ‘project week’ to help introduce the tenets of project based learning to students and staff. Each grade level planned an engaging project, from planetary colonization, to improving sustainability on campus. Building off this success, Kyle worked with the team to integrate PBL more fluidly into the timetable and curriculum. Forming ‘PBL Leads’ and ‘Subject Coordinators,’ Kyle has helped these teacher teams develop a scope and sequence for projects; graduate profile; and shift from subject based focus, to topical/ thematic studies. 

Teachers have commented on the greater feelings of congeniality with staff, and positive engagement they see in students. Students now exhibit work regularly, and build community connections for their cross-disciplinary projects. Teachers now team together and integrate content fluidly within each experience.