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K-12 Summer Institute August, 2013 Day 1. 1. K-12 Summer Institute, 2013. The powerpoint for today and tomorrow can be downloaded from sim.abel.yorku.ca To do: View the quotes Scan the article Know Thy Impact: Teaching, Learning and Leading. Welcome. Day 1: Setting the Context

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slide1

K-12 Summer Institute

August, 2013

Day 1

1

k 12 summer institute 2013
K-12 Summer Institute, 2013

The powerpoint for today and tomorrow can be downloaded from sim.abel.yorku.ca

To do:

  • View the quotes
  • Scan the article Know Thy Impact: Teaching, Learning and Leading.
slide3

Welcome

Day 1:

  • Setting the Context
  • The School Effectiveness Framework
  • Personal Leadership Resources in the OLF
  • Guest speaker – Paul Tough
  • The Resilient Student/The Resilient Leader
session outcomes
Session Outcomes

Through working together to think about the deep implementation of the strategies in the BIPSA and SIP and to examine how the SEF and OLF support the work, school and system leaders will:

  • deepen their knowledge and understanding of the revised School Effectiveness Framework and the Ontario Leadership Framework to support and inform their work
  • understand how Personal Leadership Resources enhance and impact leadership, teaching and learning
  • use the SEF and OLF to inform monitoring and feedback related to needs/goals identified in the BIPSA and SIP
  • Understand how student’s personal traits and resources impact leadership, teaching and learning.
school effectiveness framework 2013
School Effectiveness Framework, 2013

Guides thinking and practice in classrooms and schools

Component name changes:

  • Student Voice is now Student Engagement
  • Programs and Pathways is now Pathways Planning and Programming

Student engagement, learning and well-being

School Effectiveness Framework

school effectiveness framework 20131
School Effectiveness Framework, 2013
  • Stronger references to:

Student well-being

    • Culturally, relevant, responsive pedagogy
    • Metacognition
    • Self-regulation
    • Achievement Charts
  • Instruction and Assessment are a seamless process
  • Students and teachers are partners in the teaching/learning process
school effectiveness framework
School Effectiveness Framework

Select one component on which you would like to focus.

  • What is new?
  • What changes/refinements in practice does this revision imply?
  • How might a common understanding of this component and/or indicator be created among your school/district team(s)?
school effectiveness framework1
School Effectiveness Framework

Move to a table labelled with the colour of your component:

  • Assessment for, as and of Learning -
  • School and Classroom Leadership -
  • Student Engagement -
  • Curriculum, Teaching and Learning -
  • Pathways Planning and Programming -
  • Home, School and Community Partnerships -

red

yellow

green

pink

orange

blue

building team knowledge
Building Team Knowledge
  • What is new?
  • What changes/refinements in practice does this revision imply?
  • How might a common understanding of this component and/or indicator be created among your school/district team(s)?
personal leadership resources in the olf 2012
Personal Leadership Resources in the OLF 2012
  • Cognitive Resources
  • Social Resources
  • Psychological Resources
two new plrs
Two New PLRs
  • Proactivity (a psychological resource)
  • Systems Thinking (a cognitive resource)
proactivity
Proactivity
  • Being able to stimulate and effectively

manage change on a large scale

under complex circumstances

  • Showing initiative and perseverance in bringing

about meaningful change

systems thinking
Systems Thinking
  • Being able to understand the

dense, complex, and reciprocal

connections among different

elements of the organization

  • Having foresight to engage the organization in likely futures and consequences for action
group activity
Group Activity

How will you use the Personal Leadership Resources to support your school or board improvement planning?

independent activity
Independent Activity

What might you add to your own plan for personal learning to build your capacity in one or both areas?

ontario context
Ontario Context

Other jurisdictions may use different names for these skills; however, there is broad agreement both nationally and internationally that skills of this type (learning skills and work habits), by whatever name, are critically important to student success.

-Growing Success 2010, page 12

slide25

Hidden Power of Character and the

Ontario Context

Hidden Power of Character

Grit / Perseverance

Zest

Self-control / Self discipline

Optimism

Gratitude

Social Intelligence

Curiosity

Conscientiousness

Ontario’s Learning Skills &

Work Habits Grades 1 to12

Responsibility

Independent work

Initiative including curiosity

Organization

Collaboration including

conflict resolution

Self-regulation

reflection and discussion
Reflection and Discussion

Consider these options:

  • Question on thinking template:

How does the data collected about students’ learning skills and work habits inform our actions as school and system leaders?

  • Quotes selected from Paul Tough’s book,

How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

the resilient learner
The Resilient Learner

Refer to The SEF (K – 12) document, specifically:

Component 1, Assessment for, of and as Learning

Component 3, Student Engagement

Component 5, Pathways, Planning and Programming

  • Which indicators, in each of the components1,3 and 5, support educators in nurturing and enhancing the attributes that Paul Tough suggests foster success for students?
  • How will this be reflected in practices at the:

- district,

- school and

- classroom

the resilient learner1
The Resilient Learner

The SEF (K – 12) supports educators in determining explicit, intentional and precise improvement planning decisions which inform monitoring and feedback for continuous improvement and future planning in relation to enhanced student learning, achievement and well being.

-The School Effectiveness Framework (K – 12) Page 3

the resilient leader
The Resilient Leader

… resilient leaders take action that responds to new and ever-changing realities even as they maintain the essential operations of the organizations they lead.

-Reeves and Allison, 2009/10

the resilient leader1
The Resilient Leader

Read the article and note practices that are

  • familiar to me
  • bring new perspectives
  • need further exploration

At the table

  • Share what was noted in the article
  • Discuss how personal resilience underpins the work of the principal and the superintendent in formulating the ‘intentional and precise’ decisions and actions that foster improved student learning, achievement and well-being.
slide32

K-12 Summer Institute

August, 2013

Day 2

32

the message from paul tough
The Message from Paul Tough

Psychology, economics, education, and neuroscience – have revealed that there is in fact another ingredient that contributes to success even more so than a high IQ and impressive cognitive skills.

This factor includes the non-cognitive qualities of perseverance, conscientiousness, optimism, curiosity and self-discipline – all of which can be included under the general category of ‘character’.

placeholder for recap of day 1
Placeholder for Recap of Day 1

Download from sim.abel.yorku.ca

goleman social intelligence
Goleman – Social Intelligence

…Leading effectively is, in other words, less about mastering situations – or even mastering social skill sets – than about developing a genuine interest in talent and for fostering positive feelings in the people whose cooperation and support you need

-Goleman

moving to improvement planning
Moving to Improvement Planning

How does Social Intelligence capacity enhance/influence your work in supporting your BIPSA/SIP?

school effectiveness framework principles
School Effectiveness Framework - Principles
  • Personalization
  • Professional Learning
  • Precision
school effectiveness framework multi level action
School Effectiveness FrameworkMulti-level Action
  • Personalization
  • Professional Learning
  • Precision
  • System Leader
  • School Leader
  • Teacher
  • Student
improvement planning and school self assessment1
Improvement Planning and School Self-Assessment

This activity is designed to:

  • Consolidate learning from Day 1 (Revised SEF and OLF)
  • Offer a process for
    • school self-assessment
    • monitoring the impact of instructional and leadership practice on student achievement
improvement planning school self assessment
Improvement Planning - School Self-Assessment

Multi-role table groups– Discuss:

  • Student learning needs
  • One SEF Component and Indicator
  • Evidence of indicator
  • Teacher learning need – where

there is limited evidence

  • Leadership and Support
improvement planning monitoring and feedback
Improvement Planning - Monitoring and Feedback

Monitoring and Providing Feedback

what is monitoring
What is Monitoring?

Monitoring is the ongoing gathering, reviewing and assessing of information to track and document progress towards achieving results and goals.

-Adapted from M. Patton

Utilization Focused Evaluation

Monitoring is …

  • Explicit and intentional
  • Linked to criteria for success
  • Developed during planning for implementation
what is evidence
What is Evidence?

In order to measure progress towards goals and provide a framework for giving constructive and focused feedback it is necessary to collect and consider a variety of evidence to illustrate the impact of planning and implementation.

Evidence of impact may be collected through:

  • Observation
  • Discussion and dialogue
  • Product
what is feedback
What is Feedback?

Providing and receiving feedback “focuses on strengthening … practices and competencies to challenge current practices and foster innovation through conversation, to listen and act on feedback, and to provide feedback that will lead to improvements in student achievement and well-being …” -Ontario Leadership Framework

Effective feedback is …

  • Timely
  • Descriptive of the work
  • Positive
  • Clear, specific and goal-oriented
  • Ongoing
  • Differentiated
slide49

Rethinking Scale: Moving Beyond Numbers

to Deep and Lasting Change

Cynthia Coburn

  • Four Dimensions of Scale:
  • depth
  • sustainability
  • spread
  • ownership
delving into the four dimensions of scale
Delving into the Four Dimensions of Scale
      • Depth
      • How will you achieve depth? What evidence might you have?
      • Sustainability
      • What needs to be put in place in order for sustainability to occur and be ensured?
      • Spread
      • What evidence might affirm that spread is occurring?
      • Ownership
  • How will you know that all staff have taken ownership?
slide51

Building Alignment and Coherence

  • In discussion and planning, consider how the:
  • SEF
  • OLF
  • Hidden Power of Character (presented by Paul Tough)
  • Learning Skills and Work Habits (Growing Success)
  • might collectively impact your planning and level of learning for the upcoming year bringing your work to scale in its fullest sense.
slide52

Moving Forward…

What seeds related to scale can be planted today moving forward your improvement planning processes for the upcoming year?

Levels of Learning

-adapted from the work of Steven Katz

panel
Panel

Leadership is not a solo act; it\'s a team performance. Collaboration is a social imperative. Without it people can\'t get extraordinary things done in organizations.

-J. Kouzes & B. Posner (2003)

slide57

Next Steps…

What seeds have been planted throughout the two days related to your improvement planning processes for the coming year?

What supports will be needed?

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