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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

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



As you consider the ideas presented…

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



What would happen if

nothing

changes?


How will you monitor progress towards

the urgent Mathematics learning need?


As long as classroom practice stays the same

student achievement

stays the same

image




Cultural shift in schools
Cultural Shift in Schools

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









Posthole
posthole Lead Learner

A mile wide and an inch deep does not work


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