Plmlc leadership series thunder bay region day 2
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PLMLC Leadership Series Thunder Bay Region Day 2. Brian Harrison, YRDSB Connie Quadrini, YCDSB Friday February 4 th , 2011. Minds On. Give One, Get One Jot down on an index card the most important idea from yesterday On signal, get up and find somebody

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PLMLC Leadership Series Thunder Bay Region Day 2

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Plmlc leadership series thunder bay region day 2

PLMLCLeadership SeriesThunder Bay RegionDay 2

Brian Harrison, YRDSB

Connie Quadrini, YCDSB

Friday February 4th, 2011


Minds on

Minds On

Give One, Get One

  • Jot down on an index card the most important idea from yesterday

  • On signal, get up and find somebody

  • On signal, find a partner, share an important idea and how it relates to

  • Paraphrase, paraphrase

  • Signal, trade card; mill around, find a new partner

  • Repeat

  • Then return to table and share new card with table partners.


Series learning goal

Series Learning Goal

  • to synthesize and apply the 5Core Leadership Capacities and Shared Leadership to improve mathematics instruction


Session activities

Session Activities

  • Explore evidence-based “practices” in mathematics and make connections to the 5 Core Leadership Capacities

  • Refine Mathematics Learning Cycle Plan


Examining current research in mathematics

Examining Current Research in Mathematics

  • Research Summaries

    • CLIPS

    • Gap Closing

    • PRISM

    • CIIM


Research jigsaw

Research Jigsaw

  • Number off 1 through 4 at your home group.

    2.Move to the appropriate location to review one of the research documents (20 min)

  • Return to your home group and provide a summary of the research (20 min)

    4.Once the summaries are complete, discuss how your practices are aligned with the research. (20 mins)


Connecting to the core capacities

Connecting to the Core Capacities

With your district partner, identify how you might refine your plan as a result of this research.

Use the 5 Core Capacities organizer to record your thinking. (10 mins)


Evidence based practices in mathematics

Evidence-Based Practices in Mathematics

With your district partner,

  • select and review at least one of the following evidence-based examples:

    • YCDSB SJB Map with video – Connie

    • SCDSB School story – Trish

    • YRDSB – Brian

    • AforL / CIIM Case Studies – Chris

  • identify the elements that

    • parallel your work

    • would support your challenge / opportunity


Evidence based practices in mathematics1

Evidence-Based Practices in Mathematics

With your table group:

  • Share one “ah-ha” moment from the example you reviewed and the implications for your challenge / opportunity


Edugains

EDUGAINS


Plmlc leadership series thunder bay region day 2

As you consider the ideas presented…

what do you now see as the most urgent student learning need in Mathematics in your system / school?


Plmlc leadership series thunder bay region day 2

How do you know?


Plmlc leadership series thunder bay region day 2

What would happen if

nothing

changes?


Plmlc leadership series thunder bay region day 2

How will you monitor progress towards

the urgent Mathematics learning need?


Plmlc leadership series thunder bay region day 2

As long as classroom practice stays the same

student achievement

stays the same

image


Cultural barriers to moving forward

“Cultural” barriers to moving forward


Culture of activity

Culture of Activity


Cultural shift in schools

Cultural Shift in Schools

from what we did……….to what we learned


Culture of conservation

Culture of Conservation


Imposter syndrome

Imposter Syndrome


Fear of judgment

Fear of judgment


Culture of niceness

Culture of Niceness


Lead knower instead of lead learner

Lead Knower instead of … Lead Learner


Impactful leadership dimensions

Impactful Leadership Dimensions


Impactful leadership dimensions1

Impactful Leadership Dimensions


Posthole

posthole

A mile wide and an inch deep does not work


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