TEACHER LEADERSHIP

1. TEACHERLEADERSHIP WHAT WE KNOW MAKES ADIFFERENCEFOR STUDENTS

2. ONTARIO: A TRUESTORY TODAY 20 YEARSAGO Policies HighExpectations Leadership OISE’SROLE Providing of Research Development of Resources Training of Educators andLeaders OISE | Continuing and ProfessionalLearning

3. ELEMENTARY & SECONDARYOUTCOMES 90% 75% 138,000 AdditionalGraduates 85% 70% 80% 75% 65% 70% 60% 65% 60% 55% 55% 50% 50% OISE | Continuing and ProfessionalLearning

4. THE TEACHER THAT MADE A DIFFERENCE FORYOU Activity Think about a teacher that hada positive influence on yourlife. What 3 characteristics did they have that made such an impression onyou? Share this information with apartner. Image Source:http://theramblingstone.com/2013/12/02/leadership-is-influence OISE | Continuing and ProfessionalLearning

5. All Students can achieve high standards given the right time andsupport? OISE | Continuing and ProfessionalLearning

6. SHAREDBELIEFS Each Student can achieve high standards, given the right time and the rightsupport. Each teacher can teach to high standards, given the right assistance. High expectations and early andon- going intervention are essential. Image Source:http://golden-falls-trading.com/ OISE | Continuing and ProfessionalLearning

7. WHAT YOU BELIEVEMATTERS OISE | Continuing and ProfessionalLearning

8. TEACHER LEADERSHIPMATTERS Teacher leadership far outweighs Principal leadership effects on student achievement and engagement. Leithwood and Jantzi(2000) When teachers are given leadership in a school,that school experiences positive change. Hargreaves(1991) Teacher practice is the biggest influence on student achievement. Darling-Hammond (2000), Marzano(2010) OISE | Continuing and ProfessionalLearning

9. All teachers areschool leaders? OISE | Continuing and ProfessionalLearning

10. LEADERSHIP ACROSS A TEACHINGCAREER NEWTEACHER EXPERIENCEDTEACHER SEEKING A NEWROLE • Instructional Strategies • StudentAssessment • ClassroomCulture • StudentAdvocate • Mentoring New Teachers • Delivering Professional Development within theSchool • Developing School- based Curriculum andResources • System Curriculum Leadership • School-based DecisionMaking • Community Leadership OISE | Continuing and ProfessionalLearning 10

11. HATTIE’S META ANALYSIS OF IMPACTFUL TEACHERLEADERSHIP Student self-reportedgrades Piagetianprograms Response tointervention Providing formativeevaluation Micro-teaching Classroomdiscussion Comprehensive intervention for learning disabledstudents Teacherclarity Reciprocalteaching Feedback Student teacherrelationships - John Hattie(2009) OISE | Continuing and ProfessionalLearning

12. RESEARCH FROMOISE We knowthat: Teachers strong on content and pedagogical knowledge, and who care deeply (have moral purpose) about learning and students aremore effective. Teachers who use internal (assessment for learning) and external (assessment of learning) data on an ongoing basis for both improving learning and marking progress are moreeffective. Teachers who learn from others (again, on an ongoing basis) inside and outside the school are more effective. - Michael Fullan, Former OISE Dean(May 2007) Image Source:http://www.michaelfullan.ca OISE | Continuing and ProfessionalLearning

13. TEACHER LEADERSHIP PRACTICES THAT MAKE A DIFFERENCEIN ONTARIO Engagingstudents Co-construction of Learning and Assessment Inquiry-basedLearning 3 Part LessonPlan Professional LearningCommunities Focus on Improving the LowestAchievers DifferentiatedInstruction Image Source:http://blog.aeseducation.com OISE | Continuing and ProfessionalLearning

14. ENGAGING STUDENTS INCO-CONSTRUCTION Students need to have input into learning activities and assessment. Activity What criteria makes for a good workshoptoday? List 3 criteria and share with a partner. OISE | Continuing and ProfessionalLearning

15. KEY QUESTIONS FORSTUDENTS Where do I want togo? Where am Inow? How will I getthere? OISE | Continuing and ProfessionalLearning

16. “Inquiry ... requires more than simply answering questions or getting a right answer. It espouses investigation, exploration, search, quest, research, pursuit, and study. It is enhanced by involvement with a community of learners, each learning from the other in socialinteraction.” - Kuklthau, Maniotes & Caspari(2007) OISE | Continuing and ProfessionalLearning

17. INQUIRY BASEDLEARNING Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the center of the learning experience. Underlying this approach is the idea that both educators and students share responsibility for learning. ASK DISCUSS INVESTIGATE REFLECT CREATE OISE | Continuing and ProfessionalLearning

18. HOW QUESTIONING CAN ENGAGE STUDENTSIN INQUIRY ANDASSESSMENT • What are you learning andwhy? • Is what you are learning – easy or difficult? What makes it easy ordifficult? • Do you know how to improve yourwork? • What makes learninginteresting? • Where do you get help from when you areunsure? • - Dr. Beverly Freedman, OISE,CPL OISE | Continuing and ProfessionalLearning

19. SAMPLE OPEN ENDED ASSESSMENT: THINVERSUS THICKQUESTIONS Pick a minor character from the playMacbeth. How would this minor character describeMacbeth? Why? Describe the character of Macbeth, giving examples to justify yourdescription? VERSUS OISE | Continuing and ProfessionalLearning

20. TEACHER ASPROVOCATEUR Teachers find creative ways to introduce students to ideas and to subject matter that is of interest to them and offers “inquiry potential” or promise in terms of opportunities for students to engage in sustained inquiry of theirown. OISE | Continuing and ProfessionalLearning 20

21. HOW WOULD PROVOKE INQUIRY INTOCLIMATE CHANGE Activity Think of a provoking way to engage student interest in a lesson on global warming and climatechange. OISE | Continuing and ProfessionalLearning

22. PROVOKE INQUIRY INTO CLIMATECHANGE • Play the movie by Al Gore, “An InconvenientTruth”. • Show pictures of Antarctica's shoreline over the last 100 years. Ask students why they think the geography has changed and why might this matter tothem? OISE | Continuing and ProfessionalLearning

23. 3 PART LESSON PLANS: AN OISE MODEL Getting Started – MindsOn Inquiry-Based Learning –Assessment, Resources and Tools, Differentiated Instruction Consolidation and Reflection – NextSteps OISE | Continuing and ProfessionalLearning

24. OISE 3 PART LESSON: SeeHandout To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the rightdirection. OISE | Continuing and ProfessionalLearning

25. PROFESSIONAL LEARNING COMMUNITIES (PLCs) Huge body of research that PLCs or a Collaborative Culture improve student achievement. - Ontario Ministryof Education(2010) Image Source:http://www.schoolreforminitiative.org OISE | Continuing and ProfessionalLearning

26. RESEARCH ONPLCs “Achieving school improvement involves continual learning groups focused on explicit goals for studentlearning.” - LindaDarling-Hammond “In successful schools, teachers form professional learning communities that focus on student work through assessment.” -MichaelFullan OISE | Continuing and ProfessionalLearning

27. A SUCCESSFULPLC The ultimate goal of a professional learning community (PLC)can be summed up in three words: improved student achievement. Although the term has grown to encompass a wide variety of concepts and practices, a professional learning community is always a group of people who are motivated by a vision of learning and who support one another toward thatend. OISE | Continuing and ProfessionalLearning

28. ONTARIO EQUITY POLICY Schools must provide caring, inclusive, safe, and accepting environments that support the achievement and well-being of everystudent. Governmentpolicy Curriculum guidelines and explicit and implicit classroom instruction Schoolculture OISE | Continuing and ProfessionalLearning

29. RESPECT FOREVERYONE • Inclusion and respect for all in Ontario No discrimination basedon: • Religion • Race • Disability • Gender • Sexualorientation Image Source:http://www2.newton.k12.ma.us/ OISE | Continuing and ProfessionalLearning

30. EQUITY VERSUSEQUALITY Image Source:http://thrivalroom.com/ OISE | Continuing and ProfessionalLearning 30

31. EQUITY INACTION In Ontario equity means focusing on the lowest achieving students and raising theirperformance. PISA scores show the gap in Ontario between the low and high performance students is narrow despite high standards and high achievement. OISE | Continuing and ProfessionalLearning

32. INCLUSION ANDEQUITY • In Ontario schools strive to beinclusive. • International educators visit OISE to learn how we build inclusive, schools. • Multi-prong approach based on shared beliefs.(policy, curriculum, support, staffing, school culture) OISE | Continuing and ProfessionalLearning

33. DIFFERENTIATEDINSTRUCTION Differentiated instruction is effective instruction that is responsive to students’ readiness, interests and learning preference. - Ontario Ministry of Education OISE | Continuing and ProfessionalLearning

34. Activity List Your 3 greatestteaching challenges. Put a sticker beside 2other challenges that someone else hasposted. OISE | Continuing and ProfessionalLearning

35. Every teacher should conduct research in theirclass? OISE | Continuing and ProfessionalLearning

36. WHY ACTION RESEARCH INPLCs • A practical way to apply research and identifybest • practices • Professionalizes theteacher • Gives a foundation for future instructionaldecisions OISE | Continuing and ProfessionalLearning

37. ACTION RESEARCH MODEL WITHIN ASCHOOL • Identifychallenge • Look at research and resourcesavailable • Form aquestion • Develop aplan • Pre intervention datainstrument • Teachingintervention • Post intervention datainstrument • Implementplan • Assess results andimplications OISE | Continuing and ProfessionalLearning

38. ACTION RESEARCHEXAMPLE Boys in our school are not reading at grade level and show little interest inreading. Image Source:https://www.teachingenglish.org.uk OISE | Continuing and ProfessionalLearning

39. RESERARCH ON BOYS’LITERACY • Technology has a positive impact on boy’sliteracy • - Martino (2003), Tapscott(2009) • Boys do better with work related and non-fictiontexts • Smith and Wilhelm(2002) • Boys have less interest in leisurereading • Smith and Wilhelm(2002) • Boys lack male rolemodels • Barrs and Pidgeon(1993) • Image Sources:http://www.mentoringboys.com/literacy.html OISE | Continuing and ProfessionalLearning

40. RESEARCH ON INTERVENTIONS FOR EARLYLITERACY • Comprehension is the ability to understand, reflect on, and learn from text.To • ensure that children develop comprehension skills, effective reading instruction builds on their prior knowledge and experience, language skills, and higher-level thinking. • Motivation to read is the essential element for actively engaging children in the reading process. It is the fuel that lights the fire and keeps it burning. Children need to be immersed in a literacy-rich environment, filled with books, poems, pictures, charts, and other resources that capture their interest and make them want to read for information and pleasure. • - Ontario Ministry ofEducation OISE | Continuing and ProfessionalLearning 40

41. BUILDING BLOCKS OFREADING PriorKnowledgeand Experience In order that children may understand what they are reading, it is important that they come to the text with a variety of experiences that will allow them to appreciate the concepts embedded in the text. These experiences enable them to anticipate the content, and such anticipation leads to easier decoding of the text and deeper understanding of itsmeaning. OISE | Continuing and ProfessionalLearning

42. QUESTIONS Create a “If we … then …”question If we develop rich prior knowledge activities before introducing reading material, then will all our students including the boys, demonstrate a greater motivation to read and readmore? OISE | Continuing and ProfessionalLearning

43. EXAMPLE OF RICH PRIORLEARNING Hockey Roch Carrier’s “The HockeySweater” Talk about hockey teams and standingsand what makes a greatteam? Have students identify reasons for why their favourite team is the best and talk about why they support theirteam. Image Source: https://en.wikipedia.org/wiki/The_Hockey_Sweater#/ media/File:TheHockeySweater.png OISE | Continuing and ProfessionalLearning

44. If we teach using non-fiction reading materials in class and provide non-fiction books to take home, then will boys read more both in class and athome? OISE | Continuing and ProfessionalLearning

45. PLAN Develop a short interest survey that can be administered verbally around interest in reading and time reading each day. Create and deliver rich prior learning experiencesfor reading lessons over 1month. Administer the interest survey again to determine children’s motivation to engage inreading. OISE | Continuing and ProfessionalLearning

46. REVIEW OFPLAN • Identify aconcern • Do a review of theliterature • Create a :If …then…”question, • Pick a teaching strategy that isrealistic • Give yourself enoughtime • Ensure all students have access to theintervention • Be prepared to besurprised OISE | Continuing and ProfessionalLearning

47. Does this model seem easy todo? OISE | Continuing and ProfessionalLearning

48. ONTARIO’S NEW THINKING ON LEADERSHIPFOR LEARNING • Share leadership witheveryone • Invite contribution of allvoices • Recognize and use evidence-based researchpractices • Reflect individually andcollectively • Influence, motivate,inspire OISE | Continuing and ProfessionalLearning

49. LEARNING IS THEWORK • Be Focused – it is all about thestudents • Be intentional and prioritize – you can’t do itall • Be brave – you are theinspiration • Be relentless – the work ishard • Be a team-member – find a professionalfriend • Be confident – you will make adifference OISE | Continuing and ProfessionalLearning

50. “The best way to predict your future is to createit.” - PeterDrucker OISE | Continuing and ProfessionalLearning 50