BCT Project 2009-2010

1. A distributed leadership network:
The following members of the BCT Lead Team worked exceptionally well together to provide direction and leadership throughout the year:
· Donna Anderson and Dorothy Taker, Cycle 1 Network Leaders, Grosse Isle School, ESSB
· Marie-Helen Goyetche, Cycle 2 Network Leader, Arundel School, SWLSB · Karen Rye, St. John’s School, RSB · Dr. Alain Breuleux, Professor, McGill University · Dr. Gyeong Mi Heo, Communication and Community of Practice Consultant · Dr. A. E. Ted Wall, Retired Professor
2. A collaborative culture:
Collaboration was modeled, encouraged and facilitated in the four Face-to-face Meetings as well as in the online sessions that were held. Teacher ownership was an important underlying principle that guided the leadership and management of the project. The development of a Community of Practice was facilitated by the use of the BCT Sakai Portal and Live Classroom. Time constraints and the level of competence and confidence affected the degree of participation in the community of practice.

3. A shared vision:
Over the course of the past three years, BCT teachers and administrators have shaped the vision through their ongoing feedback and commitment to the project. The shared vision has evolved and this year it became more evident that the shared vision should be broader in nature to include the important work that is being done in facilitating the wise use of ICT in support of sound teaching practices in the classroom.

4. Accountable action:
Accountability was encouraged by establishing flexible, realistic, guidelines and group action reports were used to facilitate follow through. Appreciative Inquiry assessments were regularly done in an open and transparent manner. Teacher questionnaires, interviews and focus groups were used to evaluate the progress that was made and Tom Stenzel, from Learn Quebec, served as a very valuable “critical friend” to the project. The members of the BCT Co-ordinating Committee met after each of the face-to-face session and at the end of the school year to provide feedback and strategic advice.

5. Professional learning and the BCT project program:
The essence of the BCT Project is professional learning. It was encouraged by the collegial development of agendas and selection of topics for Face-to-face meetings, Live Classroom and BCT Sakai Portal sessions. The use of a differentiated learning model designed to facilitate “just in time” learning and the practice of “taking baby steps” facilitated learning in the face-to-face sessions and online.

Four Face-to-face Sessions were held as follows: 1. September 29 2009: Laurence Patterson Conference Room, EMSB 2. November 19, 2009: QPAT Convention, Palais des Congrès, Montreal 3. February 19, 2010: Sheraton Laval 4. April 20, 2010: Sheraton Laval
BCT Face-to- Face Meeting Topics: The BCT program began with information and discussions related to the goals and objectives of the project, the nature and development of a community of practice, strategies and suggestions on developing and facilitating collaborative projects and moved on to the actual development of student collaboration projects as the year progressed. As the year unfolded, the following three-tiered professional learning progression emerged: - Beginning the Journey: use of the computer, email, basic ICT tools, and LCD projector. - Engaging in the Learning Process: student use of computers, organizing the classroom, facilitating peer support, developing collaborative groups and encouraging reflections. - Sharing and Learning Together: focusing learning on the QEP curriculum, selecting sound ICT tools, accessing online support, and ccontributing to a community of practice.
ICT Tools Addressed in BCT Face-to-face Sessions: Over the course of the year, the ten classroom-relevant ICT tools were introduced, practiced and discussed. The BCT teachers reported that they learned to use a variety of ICT tools and they appreciated the just-in-time approach that was used to facilitate their acquisition. They found the face-to-face sessions to be especially valuable in encouraging the sharing of professional practice and the learning of new skills. However, the use of the BCT Sakai portal varied considerably depending on the amount of experience and expertise that the teachers had acquired.
6. Community partnerships:
The cooperation and support of the English school boards was very helpful as well as the strong support of principals, vice-principals and support staff in the 16 BCT schools. The dedication and engagement of the teachers was especially important in contributing to the success of the project. The encouragement and support of local Recit animators and IT staff as well as the support of the Co-ordinating Committee members and the support of staff at LEARN, CEFRIO, MELS and McGill was also greatly appreciated.

BCT Collaborative Projects 2009-2010

Cycle Team
Collaborative Project
Cycle 1
  • Various Olympic Projects
  • Various Voice Thread Projects
  • My Favorite Winter Sport
  • Community Google Wave Project
Cycle 2
  • Flat Stanley
  • Tales of a Fourth Grade Nothing
  • What Makes A Good...
  • Vermicomposting
Cycle 3
  • Book Talks
  • Olympics
  • Olympic Day
  • You et Moi
  • Being different in Canada
  • Famous Canadians
BCT Team
  • BCT Schools

BCT News 2009-2010


BCT Yellow Pages 2009-2010